Multimodal Learning Through Media: A Synopsis

The claim that human beings remember "ten percent of what we read, twenty percent of what we hear, thirty percent of what we see, fifty percent of what we see and hear, seventy percent of what we say, and ninety percent of what we say and do" is an overconfident attempt to express the impact that different forms of stimuli (and combinations thereof) have on memory. This claim was rooted in Edgar Dale's 1954 "Cone of Experience," which was simply intended to indicate a spectrum of concreteness (or abstractness) in audiovisual learning resources. However, Dale's work was falsely quantified over the years to indicate that human beings have concrete and inflexible limitations on the amount of information able to be encoded into memory via certain forms of stimuli.

Though we can not necessarily specifically quantify the amount of information that we can expect to store a certain type of stimulus will provide, valid research has indeed shown that different types of multimedia, when coupled with other forms, are more effective than these same types of media in isolation. That said, there are certainly general guidelines to follow when combining certain types of audiovisual stimuli that allow for greater and easier encoding into long-term memory. Though we will not provide a comprehensive list of those guidelines here, a representative example found in the text is what Richard Mayer, Roxanne Moreno, "and others" call the "Spatial Contiguity Principle," which stipulates that "[s]tudents learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen." Another, the "Coherence Principle," states that "[s]tudents learn better when extraneous words, pictures, and sounds are excluded rather than included" (12). The latter principle is somewhat obvious, as irrelevant clutter on a screen make it more difficult for students to focus on encoding select information on that screen.

Ultimately, this study concluded that properly-designed multimodal learning has a positive effect on both interactive and non-interactive forms of learning, an effect that ultimately promotes learning in both of these forms greater than traditional, single-mode learning such as text analysis (13). Yet simply because a teacher incorporates multimedia into his/her teaching does not mean that such teaching is effective. It is important to consider the goals of the lesson, and in turn which type of stimulus (or combination of them) is most effective for achieving those goals. For example, a documentary with live footage may better serve to illustrate the famous march from Selma to Montgomery during the American Civil Rights Movement than would a Powerpoint presentation with pictures alongside a narrative account. Of course, there are some occasions where specific skills need to be built around a single type of stimulus. A good example of this would be a textual analysis of a primary historical document such as a census record. In sum, there are certain times and places that certain types of multimedia should be used. It is important for teachers to have a clear rationale for using a specific combination of multimedia resources when teaching a lesson, but it is similarly important for teachers to realize that a variety of stimuli, when used properly, are naturally more effective than single-mode learning.

To the group, I would ask you (in addition to responding to that which I have written above) to provide one or two examples of a good use of multimedia in teaching a lesson in your content area. Defend your choice of media.

Life on the Screen

No one can argue with George Lucas: film holds a place in the classroom of the 21^st century. However, I dare to step away from his argument and note that listening and viewing will never replace reading and writing. Even as I write this, I am wavering on the point: should I accept that all classrooms will be paperless in the years to come? Even if my conservative teaching spirit values the place of pen and paper, I cannot deny that as teachers we have the opportunity to present our students with a dynamic classroom through film.

The most appealing elements of the classroom Lucas proposes include the opportunity to engage the “daydreamers” and students with “unfocused ambition” that Lucas identifies with. What teacher would take responsibility for calling George Lucas an unpromising student? Perhaps the inclusion of film into a classroom will identify talent in more students than a paper and pen could. Regardless of conservative or innovative philosophies of teaching, it is the duty of teachers to use resources to meet their students. I value Lucas’ comments that learning should emphasize the emotional as well as the logical. In fact, crossing the emotional barrier and granting student’s the power to create should be a primary classroom goal. Meeting special needs students through “comprehensive communication” is invaluable to an inclusive classroom. Let’s use our resources.

Specifically, in my current 7^th grade English classroom, I see podcasts as another form of text. I will need to learn how to use this tool as my students do. I will not be afraid to tell them that I am learning too; students bring technological literacy to the classroom of all levels. If I add podcasts to the curriculum of Berkeley this year I will not know what to expect. However, this tool holds great possibility in the standard, intensive and “response to intervention classes”. I see this as a tool for reflection and group work compilation. It would be my goal to create a class podcast as a collaborative work. I look forward to using a podcast with Middle Schoolers- how will they react?

Copyright and Fair Use

Five Principles to Consider for Fair Use in the Classroom:

1. Fixed
For works to be protected under copyright, they must be “fixed in ‘a tangible form of expression.” This includes books, software, music, dances, artwork, videos, architecture, and many others. However, methods, concepts, titles, improvisations, government publications, or “commonly available” works like calendars or rulers cannot be copyrighted. So, if you are teaching a method, idea, or government bill, copyright is not an issue (Copyrightkids.org).

2. Intended Purpose
The NOLO article advises us to think about whether we "are creating something new or just copying" when we use copyrighted material. Is the information being used to help illustrate an idea in your lecture? Do you plan on publishing the lesson you create in the next issue of your favorite education journal? Education and research are both accepted reasons for fair use, so ensuring the intent of your lesson is educational is a must. As soon as you start to profit from the use, your "fair use" is compromised.

3. Importance
How important is the excerpt or piece you are using? Is it the painter's masterpiece? The author's breakthrough moment in the plot? It's not always how much you are "borrowing" from another, but significance to their career must also be determined. Also, you have more freedom to use "factual works" than "works of fancy,"(NOLO).

4. Location
Will you be using the material just in your classes, with the entire school, or in the greater community? With fair use, the location must be limited (Copyrightkids.org).

5. Whether to Give Credit or Ask Permission
Just because you attribute the work to the author or artist does not put you in the clear. If something has yet to be published, then it is not fair use. When in doubt, find out who owns the copyright and obtain permission before use (Copyrightkids.org and NOLO)

Fair Use Families
Talking to parents and students about fair use may prove challenging. However, it will be essential to eliminate any issues that may arise with reports, presentations, or homework. At the beginning of the school year introduce students to the concept by explaining that the principle of 'copyright' "reflects our appreciation for all the hard work that goes into creating 'original works of authorship' and respect for the right of the creator of that work to control what people can and cannot do with it," (Copyrightkids.org). While we do have some freedom under the principle of fair use in the realm of education, we must be responsible and consider when, where, and why we are using copyrighted material. Students should have an option to decide whether the work they create is published in school newsletters, on our class website, or displayed in the school. Parents can be given guidelines to consider for projects and assignments completed outside of class with suggestions of how to be a "fair use family." With all of this, our school community will be well on its way to becoming a responsible educational environment.