Symposium 2B @ AMEE 2014, Milan - Creating effective learning with new technology in the 21st century: The importance of educational theories. An AMEE eLearning committee symposium. Monday, September 1, 2014 @ 0830hrs to 1015hrs, Auditorium, MiCo Milan Congressi, and also on AMEE Live.

http://www.amee.org/conferences/amee-2014/programme/symposia

http://www.amee.org/conferences/amee-live

http://www.ameelive.org

Google search "Multimedia learning theories Richard Meyer"

Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two - Way Street Between Cognition and Instruction

Richard E. Meyer

Cognitive load theory: Implications for medical education (AMEE Guide No.86)

Principles of multimedia learning based on a cognitive theory of multimedia learning

(number of tests / effect size)

Small 0.2;  Medium 0.5;  Large 0.8

Cohen, J (1988)

1. Multimedia - deeper L f words (W) and pics (P) than words alone (3 of 3, 1.90)

W + P > W or P

2. Contiguity - deeper L f presenting W and P simultaneously rather than successively (8 of 8, 1.30)

WP > W  P

3. Coherence - deeper L when extraneous W, sounds or P r excluded than included (4 of 4, 0.82)

W + P > WwwwwwsssssPppppppp

4. Modality - deeper learning when W r presented as narration rather than on screen text (4 of 4, 1.17)

Narration > Text

5. Redundancy - deeper L when W r presented as narration rather than as both narration and on-screen text (2 of 2, 1.24)

Narration > N + Text

6. Personalisation - deeper L when words r presented in conversational style rather than formal style (2 of 2, 0.82)

Personal conversational style ("that's great") > Formal ("correct")

7. Interactivity - deeper L when learners r allowed to control the presentation rate than when they r not (1 of 1, 0.97)

Pause/Start (reply) button > No control

8. Deeper L when key steps in narration r signaled rather than nonsignaled (1 of 1, 0.74)

Key steps SIGNALED > nonsignaled

Cognitive Load Theory (AMEE guide 86)

System 1 thinking (rapid pattern recongnition) vs System 2 (slow, analytical)

Kahneman, 2011

4C/ID model (van Merriënboer, 2013)

authentic learning tasks

supportive information

just in time information

part task practice

Thank you

Symposium speakers Q and A interactive discussion with audience available from AMEE Live as video on demand

http://www.ameelive.org/2014/Question_and_Answers_Plenary_2B_Day2__Video_Archive.php

Some discussion points:

1. Limited attention span of current generation of students

Students are able to focus for long periods on what interests them.

Students want to become healthcare professionals and have worked hard to get into training program.

2. Too much focus on IT

Key is learning objectives, learning pedagogy, and curated or created content.

3. Value add of online learning

IT can be used to broaden access significantly - "broadcast" and provide pesonalised content - "narrowcasting".

More slides for reference/discussion below.

http://padlet.com/dnrgohps/edthinfpractice

Educational wall: Cerebral infarcts and mimics

Educational wall: Cerebral haemorrhage and its mimics

http://padlet.com/dnrgohps/iMap

Thank you.

http://www.slideee.com/slide/social-media-statistics-for-the-amee-2014-conference-amee2014-saturday-august-30th-2014

http://www.slideee.com/slide/social-media-statistics-for-the-amee-2014-conference-amee2014-september-1st-2014

http://medicaleducationelearning.blogspot.sg/2014/03/nus-prime-technology-enhanced-learning.html?view=sidebar