6 Matching Annotations
  1. Feb 2022
    1. People learn more deeply from words and pictures than from words alone.

      The more the media, the greater the learning. The more organized the media is, the better the learning.

    2. The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge.

      five processes - check on this while integrating it in the instructional design.

  2. Nov 2021
    1. Issitt (2004) noted that when we are constructing instructional text for print media, we should pay careful attention to the placement, construction, and design of these texts, and this is equally true for online and multimodal media, especially in asynchronous formats.

      Make sure to highlight this comment

    2. We often do not really notice instructional text unless it is badly written and disrupts the flow of the learning. Instructional text can play a number of roles in face-to-face, print, and online learning contexts, including:contributing to creating a learning environment, outlining the structure of a learning experience, directing learners’ attention to specific areas, directing learners' actions and behaviours, and creating links between different parts of a learning experience.

      Work on this as highlights for the microlearning

  3. Sep 2020
    1. the generic concept "independence" is frequently confused with its species, independence of learners from instructors in space and time and independence of learners to control their means of study. These are further confused with the many subspecies of each type of independence

      Look over these highlights. Study the context of independence in distance learning.

  4. www.literacyworldwide.org www.literacyworldwide.org
    1. Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      There should be gradual introduction of digital literacy in the learning process as students have different levels and means of understanding and translating and relating meaning. As living in the real world is not a linear process, living in the digital world and embracing its different literacy needs needs rather a continuous process of varying depth of understanding.