Instructional design/Reducing cognitive load in multimedia instruction
When you think about it, Multimedia Learning has existed for a very long time. Since we started writing on cave walls, tablets, and chalkboards, our need to be understood and to impart knowledge has driven us to pursue new and better ways to communicate ideas. The evolution of multimedia since the invention of the chalkboard or even the overhead transparency is astounding. However, the advancement in technology has also increased the need to be cognizant of learner cognitive overload. Indeed as we move more toward E-Learning and web-based instruction, it has become critical to understand the issue of learner cognitive overload when using multimedia and more importantly, how to avoid it.
To begin our lesson, take out a piece of paper and a pen or pencil and watch the You Tube Video below(Just click the play button on the screen.) This video is actually on the topic of “The Cognitive Theory of Multimedia Learning” but as you watch it, you will discover many instances of learner-overload being portrayed, unintentionally. As you watch, take notes on what you see. Remember to turn on the speakers! Return to this page when you are done.
The video you just watched undoubtedly has some learner overload issues. As you work through this lesson, keep in mind the points you noted about the video clip.
When you are ready, click Next to continue.
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