As we engage with a new generation of technologically savvy learners, we find that mobile learning is an emerging trend. Podcasting or “audiocasting” learning content is making its way into mainstream and online education (Campbell, 2005). Duke University is a case in point where all freshmen received an IPod in preparation for the inclusion of the technology in the University’s curriculum (Cebeki & Tekdal, 2006). Audio in learning can function independently or in conjunction with other modalities.
Research has proven that multimedia learning objects are more effective when presentation modalities are integrated rather than separated (Mayer, 2009; Kim & Gilman (2008). In general, text, graphics, and speech complement one another to foster deeper learning. As instructional designers, we need to carefully consider which modalities should be incorporated in multimedia development and at what stage. According to Mayer (2007), when used properly, narration can play a tremendous role is enhancing learner transfer. In fact, narration in a conversational tone can increase the sense of social responsibility in the learning process. It can also reinforce graphics and /or text in the right combinations.
Based on research and proven practice, I’ll attempt to dissect the following scenarios relative to audio integration in learning.
Scenario A: Instructor Smith always creates very detailed PowerPoint presentations, which he reads aloud verbatim as he presents them to his students.
Mr. Smith is likely using the PowerPoint as a guide for himself rather than his students. No-one appreciates a lecture that they can read for themselves on the screen. In developing presentations for learning, it’s important to remember that the goal is to help the student achieve learning objectives. To that end, a picture (graphic) might go a long way in reinforcing the content that Mr. Smith has in the PowerPoint Presentation. He might also want to consider offloading some of the text so that his students do not experience cognitive overload. According Richard Mayer’s theory of Multimedia Development, human’s process information trough two channels: visual and verbal. Text and graphics are both visual while narration is verbal (Mayer, 2007). If Mr. Smith moves his text detail from the screen to the notes section of the PowerPoint and prints them for his own personal use, he relieves his students of unnecessary cognitive processing in the visual channel while allowing them to better absorb the same content as it is delivered through both the visual and verbal channels.
Scenario B: A website you have always relied on in the past for information recently reformatted their content. Now, whenever you go to the site, very intense music automatically begins and you cannot turn it off.
Dual coding research consistently proves that the use of multiple modalities in media improves learning (Mayer, 2007; Kim & Gilman, 2008; Mayer & Anderson, 1991). However, it’s important to consider relevance in gaining and maintaining the learner’s attention. In the case of the reformatted website, the intense music might not be relevant. If it is annoying, it’s detracting from the user’s motivation to stay on the site. It’s non-essential and should be eliminated. Concerning motivation, Keller (1999) proposes a model of motivational design considering the following key areas: attention, relevance, commitment and satisfaction.
Scenario C: In an online course on software utilization, a screencast is used to showcase step-by-step instructions. In addition to written directions on the screen, the screencast contains narration used to highlight the most important steps of the software function. This narration can be paused, rewound, and fast-forwarded.
At first glance, I’d be inclined to think this scenario would work because it uses multiple modalities; however, depending on the length of the written directions on the screen, the set-up could be a disaster. If the learner is engaged in reading while trying to listen to narration and the content from both channels is the same, he/she is doing unnecessary cognitive processing. The designer should rethink this arrangement and off-load written directions to a handout or user guide. If the written content is complex and necessary, it might be prudent to employ some techniques for managing essential cognitive processing. In the Laureate Video, The Triarchic Model of Cognitive Load, Richard Mayer advocates the off-loading technique (principle of modality) in addition to the following methods:
• segmenting the presentation so that the learner has an opportunity to pause and digest information
• pre-training to orient the learner to key concepts and/or components.
As we continue to integrate audio and web-based syndication into the development of learning objects, we need to remember that there is a difference between designing for commerce and designing for learning. Cebeki & Tekdal (2006) remind us that not all podcasts are learning objects. They become learning objects when they are designed to match learning needs and have associated learning objectives. While a major advantage for podcasting in education is portability, we can also benefit from the value in reusability. As such, we need to think in terms of tagging and describing objects for future use.
References:
Campbell, G. (2005). There is something in the air: Podcasting in Education, Educause, 40, 6, p.33 – 46, Retrieved from:
Cebeci, Z., & Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 47–57. Retrieved from
Keller, J.M. (1999). Aplying the ARCS model of motivational design in distance learning. Retrieved May 25, 2011, from
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114–126. Retrieved May 24, 2011, from
Mayer, R.E. (n.d.). Triarchic Model of Cognitive Load: Parts 1 and 2, Lecture presented for Laureate Education, Inc. Retrieved May 23, 2011 from:
