Annotated Bibliographies for Module 13
Reading #1:
Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812). New York: Cambridge.
This article focuses on how teachers learn from viewing videos of teachers and students interacting in a classroom environment. This includes the social aspect of discussion amongst colleagues typically encountered when viewing these videos as part of a professional development activity or other instructional environment designed to improve teacher effectiveness. The author states that while there are legitimate concerns related to videos used in this manner, there is also optimism that can be inferred from research conducted in this area. Five paradigms of video-based professional development are discussed which include video clubs, problem-solving cycles, lesson studies, problem-based learning, and cognitive flexibility theory approaches. While each of these paradigms differ in how they have teachers interact with the video and with one another, all have demonstrated positive results. Essential features of these paradigms vary including the means of technological infrastructure used to present the videos, the content included with the videos, the task structure of how the viewers are to interact with what they are watching, and the social structure of the environment in which the videos are being used with multiple teachers. The authors encourage designers of video instruction for professional development to consider important principles of multimedia theory when constructing these learning experiences.
Reading #2:
Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York: Cambridge.
This article examines the complicated process of how people learn from multiple documents. While this may sound simple, the process of knowledge construction from more than one single source of information has proven more difficult to fully understand that common practice might indicate. The rise of technology has led to an increase in learning from multiple documents as web searches and electronic databases have led to an increase of this means of instruction. Concerns have arisen due to the lack of cohesion often encountered when encountering documents from multiple sources and the often contradictory information that results from using multiple sources for information. Two fundamental principles related to multiple document principles are sourcing (taking into account the source for information) and the multiple text integration principle, which says that learning from multiple documents can provide a deeper level of understanding of the content being analyzed. In order to ensure success with using multiple documents, instructional designers should include cues when necessary to help learners identify source information and interventions should be implemented to teach students to apply sourcing and integration principles when cues are absent.
Reading #3:
Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.
This chapter presents a broad overview of research related to e-Learning. e-Learning can take multiple forms and refers to instruction delivered through digital technology and accessed through any number of devices, including tablet computers and smartphones. e-Learning is often presented in one of three formats: asynchronous, synchronous, and mobile. Research in this area is divided into four areas. Research pursuits in e-Learning are varied and have led to some contradictory results. In general, however, e-courses designed with good principles of multimedia instruction have proven to be effective as a means of instruction.
Reading #4:
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and other tutoring systems. Educational Psychologist, 46(4), 197-221.
This article is literature review of published research examining the effectiveness of human tutoring, computer-assisted intelligent tutoring systems, and no tutoring at all. The authors chose this topic to either confirm or deny prior assumptions about the superiority of human tutoring over tutoring provided almost exclusively by electronic means. There are many reasons why this is believed to be the case, including the ability of human tutors to scaffold information, create diagnostic assessments of learners, and create the individual tasks to suit the needs of learners. In comparing the results of the studies included in this literature review, the authors found that this was not necessarily the case. While human tutoring did have the largest overall effect size, computer tutoring was nearly identical in effect size. This is an important consideration for teachers to consider as technology continues to improve to provide an additional tutoring tool for students. I chose this article because I am interested in comparing the effectiveness of human versus computer delivered instruction and found the overall research results to be somewhat surprising in the overall similarity of effect between these two forms of tutoring instruction.
Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812). New York: Cambridge.
This article focuses on how teachers learn from viewing videos of teachers and students interacting in a classroom environment. This includes the social aspect of discussion amongst colleagues typically encountered when viewing these videos as part of a professional development activity or other instructional environment designed to improve teacher effectiveness. The author states that while there are legitimate concerns related to videos used in this manner, there is also optimism that can be inferred from research conducted in this area. Five paradigms of video-based professional development are discussed which include video clubs, problem-solving cycles, lesson studies, problem-based learning, and cognitive flexibility theory approaches. While each of these paradigms differ in how they have teachers interact with the video and with one another, all have demonstrated positive results. Essential features of these paradigms vary including the means of technological infrastructure used to present the videos, the content included with the videos, the task structure of how the viewers are to interact with what they are watching, and the social structure of the environment in which the videos are being used with multiple teachers. The authors encourage designers of video instruction for professional development to consider important principles of multimedia theory when constructing these learning experiences.
Reading #2:
Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York: Cambridge.
This article examines the complicated process of how people learn from multiple documents. While this may sound simple, the process of knowledge construction from more than one single source of information has proven more difficult to fully understand that common practice might indicate. The rise of technology has led to an increase in learning from multiple documents as web searches and electronic databases have led to an increase of this means of instruction. Concerns have arisen due to the lack of cohesion often encountered when encountering documents from multiple sources and the often contradictory information that results from using multiple sources for information. Two fundamental principles related to multiple document principles are sourcing (taking into account the source for information) and the multiple text integration principle, which says that learning from multiple documents can provide a deeper level of understanding of the content being analyzed. In order to ensure success with using multiple documents, instructional designers should include cues when necessary to help learners identify source information and interventions should be implemented to teach students to apply sourcing and integration principles when cues are absent.
Reading #3:
Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.
This chapter presents a broad overview of research related to e-Learning. e-Learning can take multiple forms and refers to instruction delivered through digital technology and accessed through any number of devices, including tablet computers and smartphones. e-Learning is often presented in one of three formats: asynchronous, synchronous, and mobile. Research in this area is divided into four areas. Research pursuits in e-Learning are varied and have led to some contradictory results. In general, however, e-courses designed with good principles of multimedia instruction have proven to be effective as a means of instruction.
Reading #4:
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and other tutoring systems. Educational Psychologist, 46(4), 197-221.
This article is literature review of published research examining the effectiveness of human tutoring, computer-assisted intelligent tutoring systems, and no tutoring at all. The authors chose this topic to either confirm or deny prior assumptions about the superiority of human tutoring over tutoring provided almost exclusively by electronic means. There are many reasons why this is believed to be the case, including the ability of human tutors to scaffold information, create diagnostic assessments of learners, and create the individual tasks to suit the needs of learners. In comparing the results of the studies included in this literature review, the authors found that this was not necessarily the case. While human tutoring did have the largest overall effect size, computer tutoring was nearly identical in effect size. This is an important consideration for teachers to consider as technology continues to improve to provide an additional tutoring tool for students. I chose this article because I am interested in comparing the effectiveness of human versus computer delivered instruction and found the overall research results to be somewhat surprising in the overall similarity of effect between these two forms of tutoring instruction.