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Annotated Bibliography Assignment
Annotated Bibliography Essay
Plass, J., Moreno, R., & Bruenken, R. (2010). Chapters 7-8 (131-177); chapter 11 (229-252).
There is an overwhelming amount of evidence that the use of multimedia or ICT in the classroom greatly enhances the level of learning. The chapters advance this knowledge and provide the basic principles that govern multimedia learning, its benefits in the acquisition of wisdom, and techniques that teachers can use to exploit ICT. Chapter 7 focuses on the techniques that manage the intrinsic cognitive load and extraneous cognitive load during multimedia learning. Using this context, the chapter defines multimedia learning as ICT based learning environments that comprise of sound, texts, and graphics and offer a powerful setting to support student understanding. It ranges from the multimedia lessons to the simulation and games used in the classroom. The first step towards developing the appropriate techniques to implement multimedia learning is the comprehension of the different processes through which people learn using multimedia instruction. They include active processing, limited capacity, and dual channels (Plass, Moreno & Bruenken, 2010).
Chapter 8 provides an analysis of how to increase generative processing in multimedia learning by following theoretical principles, such as the multimedia principle, which encompasses the use of both pictorial and verbal representations to facilitate meaningful learning. Other theoretical techniques include the personalization principle, guided activity, feedback, and reflection principles. Lastly, Chapter 11 looks at the concept of cognitive load in learning with reference to the multiple representations found in multimedia. A lot of processes take place during multimedia learning, according to Mayer’s Cognitive theory. They include assessing the multimedia presentation, which could either be words, sounds, or pictures, by utilizing the sensory, working, and long-term memories consecutively (Plass, Moreno & Bruenken, 2010). Using the theory, the teacher is in a better position to stimulate the processing of multimedia information. For instance, by manipulating the surface level design traits like the distance between the pictures and words and the segmented v continuous video streams, the educator can facilitate high order semantic processing..................GET A PLAGIARISM FREE COPY