Reflections: my impressions on learning throughout the term.
John Harris’ Session on “From Consumers to Creators of Simulations.”
December 8, 2015
Full Disclosure: I felt sick to my stomach for the first half of John Harris’ presentation. Then I was in awe and felt completely inadequate once it was done.
I’m sure the latter half of my opening statement is a common sentiment when someone meets John for the first time. John is easily one of the most incredibly talented, dedicated and intelligent men I have ever had the chance to meet. So why would I possibly feel ill after watching his talk on simulations??? Well in a word, guilt!
That sickening feeling stems from knowing that he taught in the room next door to me for over a year, and I never stopped to ask what he was doing or to sit down after school and pick his highly creative brain. Seeing him on my computer screen and witnsessing the oohs and ahs of my classmates solidified the feeling that I had missed an opportunity to learn from not only a great human being, but a master innovator and educator.
My Recollections: It was my first full-time teaching gig right out of University, and I was at a school that could easily be mistaken for a BC Hydro Substation in the middle of nowhere, surrounded by teachers who taught in a way that was completely like anything I had seen. I would walk past John’s room in the morning say “hello”, and he would of course reciprocate. He would usually be in his room early, holding court with a parent or student discussing any number of things, from world politics, to advanced robotics to the local community craft fair. It didn’t seem to matter what the subject was, John seemed to know it all. Not only was the man in that room different, but so too was his workspace.
Standing ominously behind his desk was gigantic homemade robot named Robbie, and smack dab in the middle of his room was a gargantuan table full of Lego, little motors and remotes. Around the outside of the class were banks of computers, with students all turned away from their teacher looking attentively at their screens, working feverishly on who knows what. So what exactly had the students so enraptured, I never knew, because I never stopped to ask. I never understood, because I was so self-absorbed with my own work, to inquire about his.
There were times, while I taught, that I would be rattled from my seat by a cacophony of sound that would reverberate through the walls, as students took to the drums, keyboards and electric guitars set up in front of his whiteboard. “What the heck? I thought he had Social Studies?” I would say to myself, never considering the genius of his approach. He wasn’t just playing music with the kids, he was introducing them to music of the era they were learning about. He wasn’t asking students to read about ancient civilizations, he was asking them to virtually recreate them. His students weren’t passively learning, they were actively involved and invigorated by what John was teaching.
Why Guilt? As I sat listening to John talk about all these different simulations he had been creating with the students, I finally began to realize what he was doing, and had a better appreciation for his genius. When I saw black garbage bags full of broken white Styrofoam gliders, I thought “what a waste.” I know now, that those broken gliders weren’t a waste of material, but rather the evidence of innovation, discovery and active hands on learning.
My Regret: It is always tricky to look back on moments in our lives and say I should’ve done things differently. But after watching John’s Blue Jeans session, I couldn’t help but wish I had been more inquisitive and aware. He said some very prophetic things that resonated with me. One of his observations was that (paraphrased) “teachers need to be astute analyzers of student potential, and be able to slot students into projects that reflect their skills and interests.” Funny how looking back, I believed that John and I were very different teachers, yet hearing him say “teachers need to be generalists, excellent delegators and should utilize the community resources around them” echo my sentiments about the future of the educators to a tee.
So while, John’s brilliance may still be lost on my simple mind, I am grateful for the opportunity to better understand his genius and innovative spirit, and to enjoy his wisdom and a trip down memory lane.
**Thank you Keith and Lorrie for lining up the online session.**
December 8, 2015
Full Disclosure: I felt sick to my stomach for the first half of John Harris’ presentation. Then I was in awe and felt completely inadequate once it was done.
I’m sure the latter half of my opening statement is a common sentiment when someone meets John for the first time. John is easily one of the most incredibly talented, dedicated and intelligent men I have ever had the chance to meet. So why would I possibly feel ill after watching his talk on simulations??? Well in a word, guilt!
That sickening feeling stems from knowing that he taught in the room next door to me for over a year, and I never stopped to ask what he was doing or to sit down after school and pick his highly creative brain. Seeing him on my computer screen and witnsessing the oohs and ahs of my classmates solidified the feeling that I had missed an opportunity to learn from not only a great human being, but a master innovator and educator.
My Recollections: It was my first full-time teaching gig right out of University, and I was at a school that could easily be mistaken for a BC Hydro Substation in the middle of nowhere, surrounded by teachers who taught in a way that was completely like anything I had seen. I would walk past John’s room in the morning say “hello”, and he would of course reciprocate. He would usually be in his room early, holding court with a parent or student discussing any number of things, from world politics, to advanced robotics to the local community craft fair. It didn’t seem to matter what the subject was, John seemed to know it all. Not only was the man in that room different, but so too was his workspace.
Standing ominously behind his desk was gigantic homemade robot named Robbie, and smack dab in the middle of his room was a gargantuan table full of Lego, little motors and remotes. Around the outside of the class were banks of computers, with students all turned away from their teacher looking attentively at their screens, working feverishly on who knows what. So what exactly had the students so enraptured, I never knew, because I never stopped to ask. I never understood, because I was so self-absorbed with my own work, to inquire about his.
There were times, while I taught, that I would be rattled from my seat by a cacophony of sound that would reverberate through the walls, as students took to the drums, keyboards and electric guitars set up in front of his whiteboard. “What the heck? I thought he had Social Studies?” I would say to myself, never considering the genius of his approach. He wasn’t just playing music with the kids, he was introducing them to music of the era they were learning about. He wasn’t asking students to read about ancient civilizations, he was asking them to virtually recreate them. His students weren’t passively learning, they were actively involved and invigorated by what John was teaching.
Why Guilt? As I sat listening to John talk about all these different simulations he had been creating with the students, I finally began to realize what he was doing, and had a better appreciation for his genius. When I saw black garbage bags full of broken white Styrofoam gliders, I thought “what a waste.” I know now, that those broken gliders weren’t a waste of material, but rather the evidence of innovation, discovery and active hands on learning.
My Regret: It is always tricky to look back on moments in our lives and say I should’ve done things differently. But after watching John’s Blue Jeans session, I couldn’t help but wish I had been more inquisitive and aware. He said some very prophetic things that resonated with me. One of his observations was that (paraphrased) “teachers need to be astute analyzers of student potential, and be able to slot students into projects that reflect their skills and interests.” Funny how looking back, I believed that John and I were very different teachers, yet hearing him say “teachers need to be generalists, excellent delegators and should utilize the community resources around them” echo my sentiments about the future of the educators to a tee.
So while, John’s brilliance may still be lost on my simple mind, I am grateful for the opportunity to better understand his genius and innovative spirit, and to enjoy his wisdom and a trip down memory lane.
**Thank you Keith and Lorrie for lining up the online session.**
Reflection on John Harris Session | |
File Size: | 149 kb |
File Type: | docx |
Weebly as a class website | |
File Size: | 2379 kb |
File Type: | docx |
Keepvid and Using Videos Offline in the class.
October 24th, 2014
Introduction:
As part of our District Professional Development Session on October 24th, I led as session on using video as part of an effective classroom strategy. The presentation revolved around the Dual-Coding Theory and the use of the website Keepvid.com for downloading and creating MP4 copies of YouTube videos.
October 24th, 2014
Introduction:
As part of our District Professional Development Session on October 24th, I led as session on using video as part of an effective classroom strategy. The presentation revolved around the Dual-Coding Theory and the use of the website Keepvid.com for downloading and creating MP4 copies of YouTube videos.
Reflection:
During the course of my presentation I gave a quick explanation of how the Dual-Coding Theory worked (I had only 7 minutes to present.) I gave them the Coles Notes version of the theory, explaining how our brain takes in information in through auditory and visual channels, and that by inundating students with too many wordy power points or text heavy videos, that the students will reach their saturation point, much faster than they would if they presented a video and took time during the video to stop, check for understanding or elaborate on a point within the video. I pointed also to the research from respected Multimedia expert Richard Mayer, who suggested in his study entitled “Nine Ways to Reduce Cognitive Load in Multimedia Learning” that the most effective method of instruction is “when presentation of corresponding visual and auditory material is simultaneous, there is no need to hold one representation in working memory until the other is presented. This situation minimizes cognitive load.” A quality video with proper preparation can both help engage the learners and lessen the cognitive load.
As a teacher in a school with weak Wi-Fi and poor bandwidth, I introduced my colleagues to the website Keepvid.com. The site converts YouTube videos for users, so that they can download and save MP4 copies of the videos. I was introduced to this free service by a co-worker while I was still teaching in South Korea, and I have used it ever since, to keep digital copies of educationally sound and relevant videos. The free service provided by Keepvid, has saved me from the spinning wheel of death and the need to wait for a strong enough Wi-Fi signal in order to stream online videos. Having MP4 versions saved to my hard drive has permitted greater opportunities to share the content with my students, by imbedding the videos into my class website and by sharing the material electronically with my colleagues.
While the principles of the Dual-Coding Theory may have gone over about as well as a Baron of Beef Buffet at a Vegetarian Convention, fortunately my co-workers were appreciative to learn about Keepvid.com, and the advice about how to better incorporate into their classes and class websites. In the immortal words of Meatloaf, “Two Out of Three Ain’t Bad.”
Links for further information:
Richard Mayer’s Study on Reducing Cognitive Load in Multimedia Learning:
http://cmapspublic2.ihmc.us/rid=1KXP7KR7M-8N27KG-1FNL/mayer_moreno_2003.pdf
Dual Coding Theory:
http://www.instructionaldesign.org/theories/dual-coding.html
http://en.wikipedia.org/wiki/Dual-coding_theory
Keepvid:
http://www.keepvid.com
http://www.imelfin.com/is-keepvid-safe-4-things-you-should-know-about-keepvid.html#.VIxcimTF_78
Meatloaf – Two out of Three Ain’t Bad:
https://www.youtube.com/watch?v=k5hWWe-ts2s
During the course of my presentation I gave a quick explanation of how the Dual-Coding Theory worked (I had only 7 minutes to present.) I gave them the Coles Notes version of the theory, explaining how our brain takes in information in through auditory and visual channels, and that by inundating students with too many wordy power points or text heavy videos, that the students will reach their saturation point, much faster than they would if they presented a video and took time during the video to stop, check for understanding or elaborate on a point within the video. I pointed also to the research from respected Multimedia expert Richard Mayer, who suggested in his study entitled “Nine Ways to Reduce Cognitive Load in Multimedia Learning” that the most effective method of instruction is “when presentation of corresponding visual and auditory material is simultaneous, there is no need to hold one representation in working memory until the other is presented. This situation minimizes cognitive load.” A quality video with proper preparation can both help engage the learners and lessen the cognitive load.
As a teacher in a school with weak Wi-Fi and poor bandwidth, I introduced my colleagues to the website Keepvid.com. The site converts YouTube videos for users, so that they can download and save MP4 copies of the videos. I was introduced to this free service by a co-worker while I was still teaching in South Korea, and I have used it ever since, to keep digital copies of educationally sound and relevant videos. The free service provided by Keepvid, has saved me from the spinning wheel of death and the need to wait for a strong enough Wi-Fi signal in order to stream online videos. Having MP4 versions saved to my hard drive has permitted greater opportunities to share the content with my students, by imbedding the videos into my class website and by sharing the material electronically with my colleagues.
While the principles of the Dual-Coding Theory may have gone over about as well as a Baron of Beef Buffet at a Vegetarian Convention, fortunately my co-workers were appreciative to learn about Keepvid.com, and the advice about how to better incorporate into their classes and class websites. In the immortal words of Meatloaf, “Two Out of Three Ain’t Bad.”
Links for further information:
Richard Mayer’s Study on Reducing Cognitive Load in Multimedia Learning:
http://cmapspublic2.ihmc.us/rid=1KXP7KR7M-8N27KG-1FNL/mayer_moreno_2003.pdf
Dual Coding Theory:
http://www.instructionaldesign.org/theories/dual-coding.html
http://en.wikipedia.org/wiki/Dual-coding_theory
Keepvid:
http://www.keepvid.com
http://www.imelfin.com/is-keepvid-safe-4-things-you-should-know-about-keepvid.html#.VIxcimTF_78
Meatloaf – Two out of Three Ain’t Bad:
https://www.youtube.com/watch?v=k5hWWe-ts2s
Keepvid and using video in class | |
File Size: | 263 kb |
File Type: | docx |
Duolingo and the Interactionist Perspective Model | |
File Size: | 1118 kb |
File Type: | docx |
Dual Coding and Multimedia Learning Explained
EDCI 591 - Chapter Summary & Synthesis (Chapter 29: Multimedia Learning in Second Language Acquisition)
Multimedia Learning in Second Language Acquisition
Jan L. Plass, New York University & Linda C. Jones, University of Arkansas
“People learn more deeply from words and pictures than from words alone.” – Richard E. Mayer[i]
Abstract: The study by Jan L. Plass and Linda C. Jones is focused on second language acquisition and the integration of multimedia resources. The models that framed the research of the study, were the Interactionist Perspective and Richard E. Mayer’s Cognitive Theory of Multimedia Learning (CTML).
Interactionist Perspective: Language learning strategy that is broken into three distinct phases:
1) Comprehensible Input: where input is made more understandable for learners through interaction with the target material.
2) Interaction: the use of helping aids (images, elaboration, simplification, providing definitions, etc.) to assist in comprehension.
3) Comprehensible output: output from learners that is modifiable through the identification of errors, and allowing modification of responses.
Cognitive Theory of Multimedia Learning: A cognitive theory based on three assumptions,
a) There are two separate channels for processing information, (Auditory & Visual)
b) There is a limit to each channel’s capacity,
c) Learning is an active process of: filtering information -> selecting information - > organizing information - > integrating the information.[ii]
Introduction: Plass and Jones outline the goals of communication as the ability to communicate ideas, maintain relationships and create discourse. Further to that, they break down communication further into two competencies.
1) Input competencies: listening & reading
2) Output competencies: speaking & writing
The study’s authors then delved into a number of historical approaches to second language acquisition. Some of the approaches discussed were the Structural Approach, the Cognitive Approach, the Constructivist Perspective and the Sociocognitive Perspective.
The researchers describe Second Language Acquisition as meaningful interaction in the target language where the focus is on communication. They go on to describe Second Language Acquisition with Multimedia as the use of pictures and words to aid in learning the second language. Plass and Jones’ model of choice for the execution of their research was the Interactionist Perspective (as described above).
Interactionist Perspective Model:
Input -> Apperperception -> Comprehension -> Intake -> Integration -> Output
Detailed steps in the Interactionist Model:
· Input: The material the learner is presented with.
· Apperperception: The process of selecting words and pictures to attain comprehension of the material. It is also known as “Noticing”.
· Comprehension: What can be apperperceived (noticed) without understanding the syntax of the language.
· Intake: The comprehended input that can be integrated into the learner’s linguistic system.
· Integration/Output: The point at which the learner is able to understand the material to a point where they can identify and correct their own errors.
What the researchers demonstrated next was how this model could be incorporated into Second Language Acquisition using Multimedia material. (A better visual representation of the model can be viewed in the downloadable word document below.)
Selecting Words Organizing Words
Verbal Input Verbal/Text Base Verbal Model
Apperperception -> Comprehension -> Intake -> Integration (Learner’s Linguistic System) -> Output
Pictoral Input Visual Image Base Visual Model
Selecting Images Organizing Images
Research Findings:
Using the Interactionist Perspective along with Multimedia Principles for Second Language Acquisition, Plass and Jones’ research found that Picture annotation facilitated greater second language acquisition, than those with text annotations. Their research also found that text comprehension was better when both picture and text annotations were used. The best results were when text was used along with video.
Limitations of Existing Research:
The research concluded that because of the nature of Second Language Acquisition, it is difficult to conduct Quantitative Research in a natural communication environment. Of the studies Plass and Jones looked into, they found that there were poor results from studies that attempted Quantitative research. They also indicated that at the time of their study, there had not been many studies into large-scale multimedia or web-based applications.
Future Directions for Research:
Plass and Jones suggest that further research needs to be conducted to:
1) Find better ways to exploit the used of multimedia for second language acquisition, by:
2) Need to find a better way to measure language competency.
3) A need for stronger integration of second language acquisition research with CTML, and investigation principles found in the comprehension of scientific materials (in the context of second language acquisition).
Personal Reflection on the Study:
While the topic Plass and Jones chose is an excellent one, I believe they were limited by the technology and application that were available at the time of their research. In addition, all of the research in the study is from 2004 or earlier, and is all pre-YouTube[iii], which could have been an enormous benefit to their study, especially considering their research indicated that the use of text and video annotations were the most effective multimedia material for acquisition of a second language.
I agree with the research findings, that it is extremely difficult to quantify second language acquisition, since learning another language is neither linear, nor the same for every learner. Motivation for learning a second language has proven to be one of the biggest contributors to success, perhaps even moreso than access to suitable resources. (Kelsen, 2009 and Vesselinov, et al., 2012) That being said, with new online learning applications such as Duolingo (http://www.duolingo.com), Babbel (https://uk.babbel.com ) and Rosetta Stone (http://www.rosettastone.com) there are now numerous online second language programs that assign measurable data to a learner’s progress. In addition, now more than ever, multimedia tools are available to aid with second language acquisition. With easy access to the free online language programs listed above, there are tons of excellent videos posted online (French specific videos: http://www.imagiers.net & http://www.jefrench.com ), and thousands of traditional text and image based worksheets (http://www.education.com & http://www.french-linguistics.co.uk/ ) all available for free.
Personal experience teaching second language using multimedia materials.
My personal experience with second language acquisition, echoes many of the researchers’ findings. While teaching French, I endeavour to always use visual aids in conjunction with text based materials, and have found that using both definitely improved the student’s acquisition of new language. My students have used flashcards, slide slow images, and student created drawings to reinforce and demonstrate their learning. I also try to integrate as much relevant video as possible, to accentuate the learning of the desired vocabulary. Songs are another fantastic way to help the students remember the material, especially for beginner or primary to intermediate-aged students. Once the students have a better handle on the basics of their language, it is very important that they are able to see how it can be used in a real life situation. As much as possible, I will try to recreate scenarios where they can demonstrate their learning through direct interaction with the material, such as role plays, virtual tours or presentation.
______________________________________________________________________________________________________________________________________
Endnotes:
[i] Retrieved from www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html October 27, 2014 at 11:30am
[ii] Retrieved from www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html October 27, 2014 at 11:30am
[iii] Retrieved from http://en.wikipedia.org/wiki/YouTube October 27, 2014 at 11:30am
Works cited:
Jones, Linda C. , & Plass, Jan L. (2005) Multimedia learning in second language acquisition. The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. 467-488
Kelsen, B. (2009). Teaching EFL to the iGeneration: A survey of using YouTube as supplementary material with college EFL students in Taiwan. Call-EJ Online, 10(2), 10-2.
Vesselinov, R. O. U. M. E. N., & Grego, J. (2012). Duolingo Effectiveness Study. City University of New York, USA.
Jan L. Plass, New York University & Linda C. Jones, University of Arkansas
“People learn more deeply from words and pictures than from words alone.” – Richard E. Mayer[i]
Abstract: The study by Jan L. Plass and Linda C. Jones is focused on second language acquisition and the integration of multimedia resources. The models that framed the research of the study, were the Interactionist Perspective and Richard E. Mayer’s Cognitive Theory of Multimedia Learning (CTML).
Interactionist Perspective: Language learning strategy that is broken into three distinct phases:
1) Comprehensible Input: where input is made more understandable for learners through interaction with the target material.
2) Interaction: the use of helping aids (images, elaboration, simplification, providing definitions, etc.) to assist in comprehension.
3) Comprehensible output: output from learners that is modifiable through the identification of errors, and allowing modification of responses.
Cognitive Theory of Multimedia Learning: A cognitive theory based on three assumptions,
a) There are two separate channels for processing information, (Auditory & Visual)
b) There is a limit to each channel’s capacity,
c) Learning is an active process of: filtering information -> selecting information - > organizing information - > integrating the information.[ii]
Introduction: Plass and Jones outline the goals of communication as the ability to communicate ideas, maintain relationships and create discourse. Further to that, they break down communication further into two competencies.
1) Input competencies: listening & reading
2) Output competencies: speaking & writing
The study’s authors then delved into a number of historical approaches to second language acquisition. Some of the approaches discussed were the Structural Approach, the Cognitive Approach, the Constructivist Perspective and the Sociocognitive Perspective.
The researchers describe Second Language Acquisition as meaningful interaction in the target language where the focus is on communication. They go on to describe Second Language Acquisition with Multimedia as the use of pictures and words to aid in learning the second language. Plass and Jones’ model of choice for the execution of their research was the Interactionist Perspective (as described above).
Interactionist Perspective Model:
Input -> Apperperception -> Comprehension -> Intake -> Integration -> Output
Detailed steps in the Interactionist Model:
· Input: The material the learner is presented with.
· Apperperception: The process of selecting words and pictures to attain comprehension of the material. It is also known as “Noticing”.
· Comprehension: What can be apperperceived (noticed) without understanding the syntax of the language.
· Intake: The comprehended input that can be integrated into the learner’s linguistic system.
· Integration/Output: The point at which the learner is able to understand the material to a point where they can identify and correct their own errors.
What the researchers demonstrated next was how this model could be incorporated into Second Language Acquisition using Multimedia material. (A better visual representation of the model can be viewed in the downloadable word document below.)
Selecting Words Organizing Words
Verbal Input Verbal/Text Base Verbal Model
Apperperception -> Comprehension -> Intake -> Integration (Learner’s Linguistic System) -> Output
Pictoral Input Visual Image Base Visual Model
Selecting Images Organizing Images
Research Findings:
Using the Interactionist Perspective along with Multimedia Principles for Second Language Acquisition, Plass and Jones’ research found that Picture annotation facilitated greater second language acquisition, than those with text annotations. Their research also found that text comprehension was better when both picture and text annotations were used. The best results were when text was used along with video.
Limitations of Existing Research:
The research concluded that because of the nature of Second Language Acquisition, it is difficult to conduct Quantitative Research in a natural communication environment. Of the studies Plass and Jones looked into, they found that there were poor results from studies that attempted Quantitative research. They also indicated that at the time of their study, there had not been many studies into large-scale multimedia or web-based applications.
Future Directions for Research:
Plass and Jones suggest that further research needs to be conducted to:
1) Find better ways to exploit the used of multimedia for second language acquisition, by:
- a. Enhancing comprehensible input,
- b. Facilitating meaningful interaction,
- c. Eliciting comprehension output.
2) Need to find a better way to measure language competency.
3) A need for stronger integration of second language acquisition research with CTML, and investigation principles found in the comprehension of scientific materials (in the context of second language acquisition).
Personal Reflection on the Study:
While the topic Plass and Jones chose is an excellent one, I believe they were limited by the technology and application that were available at the time of their research. In addition, all of the research in the study is from 2004 or earlier, and is all pre-YouTube[iii], which could have been an enormous benefit to their study, especially considering their research indicated that the use of text and video annotations were the most effective multimedia material for acquisition of a second language.
I agree with the research findings, that it is extremely difficult to quantify second language acquisition, since learning another language is neither linear, nor the same for every learner. Motivation for learning a second language has proven to be one of the biggest contributors to success, perhaps even moreso than access to suitable resources. (Kelsen, 2009 and Vesselinov, et al., 2012) That being said, with new online learning applications such as Duolingo (http://www.duolingo.com), Babbel (https://uk.babbel.com ) and Rosetta Stone (http://www.rosettastone.com) there are now numerous online second language programs that assign measurable data to a learner’s progress. In addition, now more than ever, multimedia tools are available to aid with second language acquisition. With easy access to the free online language programs listed above, there are tons of excellent videos posted online (French specific videos: http://www.imagiers.net & http://www.jefrench.com ), and thousands of traditional text and image based worksheets (http://www.education.com & http://www.french-linguistics.co.uk/ ) all available for free.
Personal experience teaching second language using multimedia materials.
My personal experience with second language acquisition, echoes many of the researchers’ findings. While teaching French, I endeavour to always use visual aids in conjunction with text based materials, and have found that using both definitely improved the student’s acquisition of new language. My students have used flashcards, slide slow images, and student created drawings to reinforce and demonstrate their learning. I also try to integrate as much relevant video as possible, to accentuate the learning of the desired vocabulary. Songs are another fantastic way to help the students remember the material, especially for beginner or primary to intermediate-aged students. Once the students have a better handle on the basics of their language, it is very important that they are able to see how it can be used in a real life situation. As much as possible, I will try to recreate scenarios where they can demonstrate their learning through direct interaction with the material, such as role plays, virtual tours or presentation.
______________________________________________________________________________________________________________________________________
Endnotes:
[i] Retrieved from www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html October 27, 2014 at 11:30am
[ii] Retrieved from www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html October 27, 2014 at 11:30am
[iii] Retrieved from http://en.wikipedia.org/wiki/YouTube October 27, 2014 at 11:30am
Works cited:
Jones, Linda C. , & Plass, Jan L. (2005) Multimedia learning in second language acquisition. The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. 467-488
Kelsen, B. (2009). Teaching EFL to the iGeneration: A survey of using YouTube as supplementary material with college EFL students in Taiwan. Call-EJ Online, 10(2), 10-2.
Vesselinov, R. O. U. M. E. N., & Grego, J. (2012). Duolingo Effectiveness Study. City University of New York, USA.
Multimedia Learning in Second Language Acquisition | |
File Size: | 31 kb |
File Type: | docx |