Most of the people I work with research literacy and semiotics. In recent years, the study of how people make sense of texts has increasingly focused on new media, and the significance of globalisation and new technologies for communication. This work is based in social semiotics, a theory of language and learning which emphasises that communicating and understanding are social processes.
Learning is about understanding how to act as members of social groups linguistic, cultural, professional etc. Studying the social and studying the psychological is complementary. The ability to learn implies certain things about the internal make-up of the individual. But it is also true that cognitive processes take place as a consequence of activities and relations in contexts.
They function to realise social processes. However, the question of how to identify the markers of learning is disciplinary and therefore institutional, establishing the respective territories of academics in social science and cognitive science. The academic who informed me that learning is a domain of psychology rather than of the social was making a claim about the importance and value of his department compared to others. As someone who researches multimodal, multimedia learning using social semiotics, social theory, cultural studies, and bits of sociology, this is somewhat irksome.
The field is much bigger, and much more controversial, than that covered in the book. In this respect, the book offers a lucid, highly methodical review of cognitive science literature which is likely to be of value for anyone working on inter-disciplinary research projects, particularly those that include software development.
Perhaps the most interesting aspect of the book is the confidence shown by academics studying and developing educational technology, who have sometimes struggled to move out of staff and professional development, and establish their work as a research-based discipline.
This is demonstrated in the rigorous critique of methodologies and findings to date. Chapter 4 by Richard E. Feldon sets the tone for a number of subsequent chapters.
The chapter provides a fascinating critique of research methods, and also points to somewhat ironic findings. One hypothesis is that when students express greater interest in multimedia educational content, this is because they think it will be easier to pass, and so make less effort. It does not acknowledge that the method of teaching shapes what is to be taught — the choice of mode and media transforms what counts as knowledge rather than just delivers knowledge in a different package.
Need an account? Click here to sign up. Download Free PDF. The Cambridge Handbook of Multimedia Learning. Farshid Aliakbari. A short summary of this paper. Download Download PDF. Translate PDF. Mayer Frontmatter More information The Cambridge Handbook of Multimedia Learning During the past 1 0 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and orga- nized in a handbook.
Multimedia learning is defined as learning from words e. The focus of this handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online in- structional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations.
The Cambridge Handbook of Multimedia Learning seeks to establish what works i. Richard E. In , he received the E. Thorndike Award for career achievement in educational psychology. He is the author or editor of 20 books and more than 25 0 articles and chapters, including Multimedia Learning , e-Learning and the Science of Instruction with Ruth Clark, and Learning and Instruction Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
First published Printed in the United States of America A catalog record for this publication is available from the British Library. Includes bibliographical references and index. Computer-assisted instruction — Handbooks, manuals, etc. Audio-visual education — Handbooks, manuals, etc. Interactive multimedia — Handbooks, manuals, etc.
Mayer, Richard E. Introduction to Multimedia Learning 1 Richard E. Mayer 4. Clark David F. Feldon 7. The Multimedia Principle J. Fletcher Sigmund Tobias 8. Mayer 1 2. Mayer 1 3. Mayer Frontmatter More information contents vii 1 7. Chi 1 8. Save to Library Save.
Create Alert Alert. Share This Paper. Background Citations. Methods Citations. Results Citations. Citation Type. Has PDF. Publication Type. More Filters. People learn better from words and pictures than from words alone.
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