Original Material
Re-Designed Material
Reflection
The school district I work for has specific information they want presented to students for each unit. The original material includes the basic information that the students need to know when comparing religions in a world history class. For this unit, I wanted to adjust the background color to make the presentation more colorful. I also wanted to include as many photographs as possible in the presentation.
A picture was added to the title slide to show the students what the overall presentation is about. Since this is the first image that the students see, I wanted them to anticipate what the lesson was about. Another adjustment that was made was including symbols to the page that explains what each category is called. Pictures were also added on the founder page, sacred writing page, and the places of worship page. A timeline was also added to the date-founded page. Another element that I added to the instructional material is the activity page that explains what the assignment is for the day, and an image was also added to that page.
These changes align with dual coding, and multimedia theory. The second presentation is more colorful, and includes images together with the information. Dual coding suggests that people learn information from two pieces of information, both verbal and visual codes. Paivio supports this argument by stating that the human memory has independent systems that store memory. If an image is presented with a verbal piece of information, the human memory is more likely to be retained compared to if the information was presented just verbally or just visually. Multimedia theory occurs when learners utilize cognitive processing with integrating multimedia methods. Learners benefit from interactive activities, they become more engaged in the content, and they acquire knowledge transfer and memory. Dual coding and multimedia can both be utilized in education to enhance learning, engage students, and improve the knowledge transfer and memory process.
A picture was added to the title slide to show the students what the overall presentation is about. Since this is the first image that the students see, I wanted them to anticipate what the lesson was about. Another adjustment that was made was including symbols to the page that explains what each category is called. Pictures were also added on the founder page, sacred writing page, and the places of worship page. A timeline was also added to the date-founded page. Another element that I added to the instructional material is the activity page that explains what the assignment is for the day, and an image was also added to that page.
These changes align with dual coding, and multimedia theory. The second presentation is more colorful, and includes images together with the information. Dual coding suggests that people learn information from two pieces of information, both verbal and visual codes. Paivio supports this argument by stating that the human memory has independent systems that store memory. If an image is presented with a verbal piece of information, the human memory is more likely to be retained compared to if the information was presented just verbally or just visually. Multimedia theory occurs when learners utilize cognitive processing with integrating multimedia methods. Learners benefit from interactive activities, they become more engaged in the content, and they acquire knowledge transfer and memory. Dual coding and multimedia can both be utilized in education to enhance learning, engage students, and improve the knowledge transfer and memory process.