“People learn more deeply from words and graphics than from words alone. This assertion can be called the multimedia principle, and it forms the basis for using multimedia instruction—that is, instruction containing words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) that is intended to foster learning” (Mayer, 2009).

In this workshop, we will introduce the basics of the cognitive theory of multimedia learning (CTML), which incorporates concepts from both the science of learning and the science of instruction, and discuss research-informed principles derived from it. You will engage in several short and fun “brain exercises” as we discuss the difference between rote and meaningful learning, the importance of long-term memory, and what happens when visual and verbal information is not “in sync.”

We will critically analyze examples of learning material that combine words and pictures and suggest improvements based on the examined principles. You will leave this session with practical skills that will inspire you to rethink how to effectively use multimedia in your teaching for the benefit of your learners.

At the end of this session, you will be able to:

Explain the basic premises of the Cognitive Theory of Multimedia Learning and the impact of theory on multimedia instruction
Critically analyze examples of instructional scenarios that utilize multimedia, and suggest improvements based on evidence-informed principles.
This workshop is part of Course Design Fundamentals, offered by TLS. Participants who complete five workshops and a guided reflection of the experience will receive a letter of completion to include in their teaching dossier.