Learning With Interactive and Visual Representations

Table of Contents

Introduction
Thesis
Body
Reference

Introduction

Effective learning does not take place by the use of a single method only. For efficient learning, therefore, the instructor must use a combination of several presentation methods. We have a diversity of these methods which include lecturing, organizing group discussion, and experimentations. Of all these methods it is very important to include multimedia learning. Multimedia includes text, video, audio, animation and still images. This uses more than one delivery method. On the other hand, interactive learning involves hands-on involvement with objects that students are learning (wisegeek.com, 2009).

Thesis

Multimedia learning makes use of an individuals full capacity of learning. People gain high retention of information if they learn through both pictures and words. This is unlike learning through the use of words only. These are two main channels of learning. According to the quantitative rationale, more information can be taken in. However, this thinking equates to verbal and visual modes of learning. More research shows that they are complementary. Qualitative rationale on the other shows that they complement each other in terms of integrating words and pictures for better understanding. Neither words nor pictures can stand alone. Both must work together in the process of learning. Visuals reduce the abstract nature of words. Words explain details that the visuals may not completely explain.

Body

Multimedia entails the use of physical systems to present information. Such systems are blackboards, amplified speakers, projectors, computer screens, videos, and human beings speaking. These are usually very important items in multimedia. People should however use them as a vehicle for presenting information rather than focus on mental information processing. If it is used the instructor should be careful to focus on the learner and the technology. Teaching should be learner-centered. In this way, learning will be meaningful.

Multimedia presents information to the learners in more than one way. Using more than one mode focuses on the message being presented and neither on the presenter nor the artifacts of the presentation. It is consistent with the cognitive theory of learning. Presenting information using multiple modes makes clearer the assumption that humans have different parts of the brain that process information. One part process pictorial information, while the other process verbal information. If this part of multimedia is emphasized, it will benefit learners a lot. This is because it is learner-centered.

When it comes to the use of interactive learning where learners have hands-on interaction with objects, the learning process involves more than just seeing alone. It will involve the use of other senses of the individual. These are the sense of touch and also smelling. The sense of the test is also used but to a very small extent. The view that multimedia capitalizes on is the sensory view of learning. Learning does not only take place through seeing and hearing. It also involves the other senses.

As we have said that multimedia involves visualization among other forms of information presentation, we will look at how people learn effectively from it. The visualization uses visual aids. These are tools for learning that instructors and educators use to convey ideas efficiently. These help learners to get information efficiently. This is to say that they get information within the shortest time possible and also using minimal space. They are also best known for the clarity and precision that they have. Visuals make abstract information more clear. It also puts it precisely in its context.

Visuals help the learner to actively engage his or her mind. This ensures better consumption of information being presented. In helping the learners use their visual capacity, this type of multimedia engages their attention fully. This is by stimulating thinking throughout the learning process. The artifacts, in this case, are posters, postcards, chats, computers and overhead projectors.

The use of visual tools is very important in learning and development for they stimulate the interest of students. These tools break mundane or the ordinary way of information presentation. They then keep the attention of learners high. They are also more interactive and so it sets up activeness in the learners. Their learning becomes one that is guided as they themselves learn. This helps the students gain more knowledge from lessons. It also helps them retain more information.

Visual learning has high potential and we have almost not limited to expansion. Technology has made it simple to create visuals. It also raises the percentage of its efficiency by allowing interactivity. Learners have the opportunity to use the different tools practically. Interactive effects can be used to reinforce the concepts that are verbally learned. Effects, colors and format can be made to suit any situation for effective learning.

Multimedia helps in giving emphasis to points. They give a highlight to concepts when they are used. In this case, they improve the understanding and the retention of the very concepts. They also break concepts down into convenient pieces. This will be easy for the audience to absorb. It is as well easy for the instructors to present (e-HOW, 2009).

In designing multimedia tools, a high level of creativity is needed. Bearing in mind that every time, one should be able to present information in a captivating manner, a new representation has to be in place. This definitely means one has to be innovative. It demands a high level of creativity from the instructor, and in that way, it imparts creativity to learners too.

Multimedia learning helps in information retention. Studies show we retain 10% of what we read. For the information that we hear we retain 20%. 30% of what we see is the amount of information that we retain. For the information that we see and hear people retain 50%. When we speak and write, we are able to retain 70%. The situation in which people retain most of the information is when they say and do. They retain over 90%. That proves that the use of multimedia is very effective.

Objects are the core of interactive learning. We have earlier mentioned that a lot of information is conveyed through them. This is through small space, where we communicate intricate ideas by visual plainness. Learning objects uses the interactive nature of todays technology. In boosts the use of other multimedia such as graphics, text, video, audio and animation. It specifically stands for something that is in somebodys mind or in the world outside.

The advantage of the learning objects is that they can be used once more in another context. It can successfully apply to contexts that the designer has not intended. This saves time for future planning and therefore helps the instructor to focus more on small details that make the presentation more clear.

We have different types of learning objects. Information objects are those objects that display information plainly. The information is directly shown by these objects in an organized manner. It represents information with modalities. The other type is those that have conceptual representation. These are those that point out the key information. They also represent other related concepts. They are usually very important for emphasis. Those that emerge from specific scenarios are called contextual learning objects. These types of objects are used to plainly relay information in the context of their origin.

Simulation objects are used to represent some real-life situations. They are used to teach learners what goes on in real life outside class. They help the students to understand the extracted from real-life situations. Practice objects on the other hand expose learners to the real-life experience of knowledge. The students will be able to learn certain procedures which they are required to apply later in life. These are found in several fields, for example, physical education, geography and science. Presentation objects are those objects that are used to convey information directly. The information may be presented in different forms depending on the type of object. Some may be audio-only, some may be visual only and others a combination. The ones that are combined are audiovisuals.

Instructors can also employ the use of digital storytelling. This is a way of expressing ideas by the use of current technology. It includes the creation of picture clips that are accompanied by audio narration. They may include background music and written words. These are all recorded as videos and presented in different situations. The advantage of this is that the finished product can be distributed and many people can access the information. This has been made easier by the world-wide-web. Technology has also made it very easy for such video narration to be produced. We have programs such as windows movie maker and Microsoft photo story that have made it a lot easy.

The use of multimedia is also very helpful in the organizing and presenting of information. However, when it is being used the instructors must make sure that is learner-centered. We must always make sure that we use multimedia for human cognitive benefit. The design must be in such a way that the multimedia is consistent with peoples thinking process (Fritscher, 2009).

The aim of multimedia learning is to convey information. While focusing on this objective, measures are to be taken not to make the learner passive (Amenyendor, 2009). The second thing is that the designers or the teachers work are to present information to the learners. Finally, the purpose of the media is to present information very effectively. If these goals are met with a good balance the people will learn effectively by use of multimedia (Mayer, 2009).

For perfect learning, people should embrace the use of multimedia and objects of interactive learning. We have seen that they engage the learners thinking process. This will help them retain over 90% of what they learn.