Multimedia Learning

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What is multimedia learning?

•People learn better from words and pictures than from words alone.

•Multimedia instruction consists of words and pictures rather than words alone.

Why is multimedia learning effective?

5 Principles for reducing extraneous processing in multimedia learning

1. Coherence Principle

People learn better when extraneous material is excluded rather than included.

1. Learning is improved when interesting but irrelevant words and pictures are excluded from a multimedia presentation;

2. learning is improved when interesting but irrelevant sounds and music are excluded from a multimedia presentation; and

3. learning is improved when unneeded words and symbols are eliminated from a multimedia presentation.

Theoretical Rationale:

Extraneous material

1. competes for cognitive resources in working memory and can

2. divert attention from the important material,

3. disrupt the process of organizing the material, and

4. prime the learner to integrate the material with an inappropriate theme.

Boundary Conditions:

•The coherence principle may be particularly important for learners with

•low working-memory capacity or

•low domain knowledge.

2. Signaling Principle

•The signaling principle states that people learn better from multimedia lessons when essential material is highlighted

•(such as by using an outline, headings, bolding, and pointer words, such as “first . . . second . . . third”).

3. Redundancy Principle

•The redundancy principle states that people learn better from multimedia lessons that contain

narration and graphics than from

narration, graphics, and printed onscreen text.

4. Spatial Contiguity Principle

•The spatial contiguity principle suggests that people learn better from multimedia lessons when corresponding printed words and graphics are presented near each other on the screen or page.

5. Temporal Contiguity Principle

•The temporal contiguity principle states that people learn better from multimedia lessons when corresponding words and graphics are presented simultaneously.

3 Principles for managing essential processing in multimedia learning

6. Segmenting Principle

•The segmenting principle states that people learn better when multimedia lessons are

•presented in user-paced segments rather than as a continuous unit.

7. Pretraining Principle

•The pretraining principle suggests that people learn better from multimedia lessons

•after they receive pretraining in the names and characteristics of the main elements.

8. Modality Principle

•The modality principle states that people learn better from graphics with narration than from graphics with printed words.

4 Principles for fostering generative processing in multimedia learning

9. Multimedia Principle

•The multimedia principle states that people learn better from words and pictures than from words alone.

•The multimedia principle is foundational for multimedia learning because it establishes the empirical basis for designing multimedia instruction.

10. Personalization Principle

•The personalization principle states that people learn better from multimedia lessons when the words are in conversational style rather than in formal style.

11. Voice Principle

•The voice principle states that people learn better when the narration in multimedia lessons is spoken in a friendly human voice than in a machine voice.

12. Image Principle

•People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

2 Boundary Conditions for Design Principles

1. Individual Differences Condition: Design effects are stronger for low-knowledge learners than for high-knowledge learners.

2. Complexity and Pacing Conditions: Design effects are stronger for multimedia lessons with high-complexity content rather than low-complexity content, and fast-paced presentations rather than slow-paced presentations.

Technology use in language classrooms

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-- What do you need to know for using technologies in language classrooms? --

10 ways to increase your confidence when using technologies

◦List what you know

◦Begin by using the tools that you are already comfortable with

◦Ask your students for help

◦Appoint digital leaders in your school

◦Search for solutions online

◦Set up short training sessions in your school

◦Attend a webinar

◦Take a free online course

◦Read blogs or (e-)books

◦Try it out yourself first

10 key technology terms to know

◦Hardware & software

◦App

◦iOS & Android

◦Browser

◦Audio & video files

◦Document formats

◦URL

◦Bandwidth

◦Synchronous & asynchronous

◦Social network

10 questions to ask your students about technology

◦How confident are you as a technology user?

◦What technology tools do you use regularly?

◦Do you have a mobile phone?

◦Do you already use technology to support English learning?

◦Would you like to include the use of some technologies such as mobile devices in your language classes?

◦What are your favourite technologies and apps?

◦Do you have any favourite English websites or games?

◦Are there any technologies or tools that you dislike or would prefer to avoid?

◦Would you like to use technology in class, or out of class, or both?

◦What do you think of how we used technologies during this course?

10 questions to ask yourself about integrating technology

◦What technology is available?

◦What will students learn?

◦What does the technology bring to the activity?

◦What is the syllabus fit?

◦Is the effort spent on learning to use the tool worth it?

◦Is the time spend on using the tool in class worth it?

◦What skills do I need?

◦What skills do my students need?

◦Where and when will the tool(s) be used?

◦Do my students consume or produce information with the tool?

10 ELT technology scenarios

◦The no-resource scenario

◦The low-resource scenario

◦The high-resource scenario

◦The IWB scenario

◦The mobile tablet scenario

◦The classroom stations scenario

◦The computer lab scenario

◦The blended learning scenario

◦The online learning scenario

◦The in-company scenario

-- How to use technologies to develop various language knowledge and skills? --

10 ways to use technology for listening

◦Language teaching listening materials online

◦Podcasts

◦Podcast dictations

◦Picture dictations

◦MP3 audio format

◦QR codes: audio treasure hunt

◦Video materials online

◦Music video lyrics

◦Movie trailers

◦Literal videos

10 ways to use technology for speaking

◦Pronunciation practice

◦Tongue twisters

◦Speech to text

◦Voice search

◦Voicemail greetings

◦Opinion piece

◦Animations

◦Presentations

◦Exchange project

◦Mystery guest

10 ways to use technology for vocabulary

◦Flashcards

◦Vocabulary games

◦Online mind-maps

◦Virtual stick notes

◦Word clouds

◦Vocabulary notebooks

◦Teens and tens

◦Close-ups

◦Photo-find

◦House tour

10 ways to use technology for grammar

◦Explaining grammar

◦Dictations

◦Grammar games and apps

◦Grammar quizzes

◦Group grammar games

◦Word cloud jumbled sentences

◦Grammar and spelling checkers

◦Translation tools

◦Predictive text

◦Real-time polling

10 ways to use technology for pronunciation

◦Phonemic chart apps

◦Dictionary websites and apps

◦Word games

◦Minimal pairs

◦Sound clouds

◦Sound-cloud sorting

◦Speech-to-text minimal pairs

◦Song sounds

◦Songs and sentence stress

◦Speaking along

-- What language learning activities could be held using technologies? --

10 activities with word clouds

◦Class names

◦About me

◦Course topics

◦Spelling cloud

◦Phrasal verbs

◦Contractions

◦Language cloud

◦Pre-teach vocabulary

◦Key words

◦Word frequency

10 activities with polls and surveys

◦Concept-check poll

◦Get examples

◦Visual displays

◦‘Before and after’ polls

◦Favourite words poll

◦Needs analysis survey

◦Course expectations survey

◦Technology survey

◦Class survey

◦Language practice survey

10 activities sticky-note apps

◦Goal setting

◦Weekly learning points

◦Essay content

◦Project resources

◦Language wall

◦Feedback on work

◦Post-class Q&A

◦Class yearbook

◦Birthday wishes

◦Controversial statements

10 online reference tools

◦Dictionaries

◦Thesauruses

◦Translation tools

◦Online encyclopaedias

◦Mother tongue translations

◦Translated translations

◦Country research task

◦Simple English Wikipedia

◦Wikipedia features

10 ways to use blogs

◦Setting up a blog

◦Continual professional development(CPD) of blog

◦Homework blog

◦Exam tip blog

◦Class writing blog

◦Story summary blog

◦Cultural exchange blog

◦Student journals

◦Photo and video blogs

◦ePortfolio blogs

10 ways to use wikis

◦Lengthening sentence

◦Group lists

◦Good advice

◦City guide

◦Famous people encyclopaedia

◦My story

◦Preparing presentations

◦Resource bank

◦Digital CV

◦Teacher wiki

Technology in Evaluation of L2 Writing

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Teacher evaluation

1. automated writing evaluation

2. screencast feedback

1. Automated Writing Evaluation

Automated writing evaluation refers to the evaluation and scoring of writing via computer programs. It uses the machine to generate electronic feedback in the form of scores and/or comments on content, organization, and/or language use.

• It can give fast, instantaneous, and individualized feedback, and particularly useful for providing corrective feedback.

• It can improve student writing outcomes, for example, as manifested in reduced error rates.

• It may not lead to improvement in students’ general writing development.

• It may reduces writing to a technical and acultural act.

2. Screencast Feedback

Screencast feedback allows teachers to combine spoken comments (audio) and on-screen actions (video) in order to show students how they can revise and improve their writing.

Screencast feedback enables teachers to talk to students, and hence it is like a “halfway house” between giving students written feedback and conferencing with them face to face.

Screencast feedback enables teachers to gather relevant resources to provide students with additional support while commenting on their writing.

• Students can view it as often as they like, pausing at any time as they see fit, and repeating parts that they are not clear about. Playing the video feedback with the teacher speaking to them and yet without the physical presence of the teacher can take away some of the pressure too.

• Students enjoyed screencast feedback because it renders “the feedback more engaging, comprehensive, and effective and that hearing the instructor’s voice made the feedback feel more ‘personal’ and ‘real’.”

If the audio quality is undesirable – the screencast feedback will be rendered much less useful than it is originally intended.

Self- & Peer- Evaluation

1. Microsoft Word Tools for Spelling, Grammar, and Vocabulary

2. Concordancing

3. Other Online Tools for Self−/Peer Evaluation

1. Microsoft Word Tools for Spelling, Grammar, and Vocabulary

Equipped with spelling and grammar check functions and a thesaurus, Microsoft Word provides the most common technology-assisted tools instantly available to a wide audience and comes in handy for self−/peer evaluation.

Misspelled words and grammatical errors are flagged with a red and blue squiggly line, respectively, and students can fix their spelling and grammar errors by capitalizing on the suggestions provided by Word. To improve the variety of word choice, students can use the built-in thesaurus to look for synonyms (or antonyms).

Sometimes the grammar checker may fail to reflect the writer’s original intention, and as a result the correct version suggested may not be helpful or accurate.

The thesaurus, although it provides a list of synonyms (or antonyms) as possible alternatives, are not necessarily appropriate in the context intended by the student writers.

2. Concordancing

Concordancing gives students access to “databases of authentic language uses culled from multiple sources,” which are comprised of a large amount of authentic target language discourse (i.e., corpus/corpora) through which students can develop more nuanced understandings of usage or meaning in context.

Concordancing helps students find out what works or what does not work in their writing through thinking and reflection, and verify the problems they pose, get answers to their problems, or edit their writing.

It can be used in tandem with other complementary resources (e.g., dictionaries) to benefit student writing.

• It develops students’ ability to take charge of their own learning.

• It help reduce student written errors and solve language-related problems in writing, such as collocation and simple confirmation.

3. Other Online Tools for Self−/Peer Evaluation

• Annotation tool: students can give peer comments on both global and local issues.

• Comment tool: students can give feedback on different parts of the peer’s text, and such feedback can be emailed back to the author for review.

• Track Changes tool: students can edit, add, and/or delete the peer’s text, while the author can keep track of the original version and decide whether to accept or reject the suggested changes.

• Google Docs: it provides a web-based platform for students to edit google documents stored on the server online, during which peer feedback can be provided.

• Online feedback tool: students use the online tools with confidence and competence, especially the low-achievers.

The Writing ePlatform

The Writing ePlatform, aiming to promote AfL/AaL among upper primary and lower secondary students, comprises a number of tools that promote a discovery approach to learning and encourages students to reflect, self-assess, and develop greater fluency, accuracy, and independence in writing. It is a technological tool that facilitates AfL/AaL in the writing classroom.