Websites with Multimedia Artifacts - 1 views

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  #1 Michael Hiett on 08 Mar 14

   

  This is a list of 3 artifacts that are purported to increase new vocabulary acquisition. Following each artifact/link is my position of its efficacy as pertaining to 8847 Instructional Design and Multimedia.
  
  http://www.vocabulary.co.il/word-play/vocabulary-quiz/
  This artifact contains hundreds of premade vocabulary quizzes on several topics. The student reads a short passage, consisting of a sentence, or two, and selects the correct word from a word bank. A buzzer sounds if the student selects the incorrect word and a bell sounds if the correct word is selected. This artifact's creation appears to be an example of humans adapting to technology instead of technology being adapted to the needs of humans as discussed by Mayer (2009, p. 12). This artifact is a technological replica of a paper-based artifact and adds no real learning benefit. Authentic learning of the words is easily replaced by repetition of the artifact by the students resulting in memory of the correct word, as opposed to comprehension of the word.
  
  http://www.manythings.org/lulu/d1.html
  This artifact juxtaposes text and pictures to help students become familiar with new words. The utilization of text and pictorial representation lends to the integration of pictorial and textual representations which increases understanding (Mayer, 2009, p. 9). This also takes advantage of Pavio's Dual Coding Theory which posits that verbal and pictorial learning undergo separate processes (Mayer, 2009, p. 9). Utilizing both learning pathways increases cognitive understanding of the word, as well as increases memory triggers, because the learning is associated with how the human mind works (Mayer, 2009, p. 57).
  
  http://quizlet.com/14017538/flashcards
  Quizlet flashcards present a word. Upon clicking on the flashcard the card will flip over to provide the meaning of the word. The meaning provided is generally a list of synonyms. For example, Swanky is defined as fancy, elegant, and stylish. This artifact is nothing more than digital flashcards. Students look busy clicking through them but meaningful learning is not taking place. The appearance of engagement does not guarantee cognitive processing (Mayer, 2009, p. 22). The artifact could be improved if imagery was used on either side of the flashcard, utilizing both pathways of learning (Mayer, 2009) and the definition given was replaced by a usage of the word in a sentence.

   

  <div class="cArrow"> </div><div class="cContentInner">This is a list of 3 artifacts that are purported to increase new vocabulary acquisition. Following each artifact/link is my position of its efficacy as pertaining to 8847 Instructional Design and Multimedia. <br /> <br /> <a href="http://www.vocabulary.co.il/word-play/vocabulary-quiz/" rel="nofollow" target="_blank">http://www.vocabulary.co.il/word-play/vocabulary-quiz/</a> <br /> This artifact contains hundreds of premade vocabulary quizzes on several topics. The student reads a short passage, consisting of a sentence, or two, and selects the correct word from a word bank. A buzzer sounds if the student selects the incorrect word and a bell sounds if the correct word is selected. This artifact's creation appears to be an example of humans adapting to technology instead of technology being adapted to the needs of humans as discussed by Mayer (2009, p. 12). This artifact is a technological replica of a paper-based artifact and adds no real learning benefit. Authentic learning of the words is easily replaced by repetition of the artifact by the students resulting in memory of the correct word, as opposed to comprehension of the word. <br /> <br /> <a href="http://www.manythings.org/lulu/d1.html" rel="nofollow" target="_blank">http://www.manythings.org/lulu/d1.html</a> <br /> This artifact juxtaposes text and pictures to help students become familiar with new words. The utilization of text and pictorial representation lends to the integration of pictorial and textual representations which increases understanding (Mayer, 2009, p. 9). This also takes advantage of Pavio's Dual Coding Theory which posits that verbal and pictorial learning undergo separate processes (Mayer, 2009, p. 9). Utilizing both learning pathways increases cognitive understanding of the word, as well as increases memory triggers, because the learning is associated with how the human mind works (Mayer, 2009, p. 57). <br /> <br /> <a href="http://quizlet.com/14017538/flashcards" rel="nofollow" target="_blank">http://quizlet.com/14017538/flashcards</a> <br /> Quizlet flashcards present a word. Upon clicking on the flashcard the card will flip over to provide the meaning of the word. The meaning provided is generally a list of synonyms. For example, Swanky is defined as fancy, elegant, and stylish. This artifact is nothing more than digital flashcards. Students look busy clicking through them but meaningful learning is not taking place. The appearance of engagement does not guarantee cognitive processing (Mayer, 2009, p. 22). The artifact could be improved if imagery was used on either side of the flashcard, utilizing both pathways of learning (Mayer, 2009) and the definition given was replaced by a usage of the word in a sentence.</div>

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