###Experience with Multimedia Methods
One area that I need a lot of learning is cooking. If it doesn’t start from a box, then I’m probably not making it. Most online recipes, as well as, traditional cookbooks provide the list of ingredients, steps for cooking, and a picture of the final product. Unfortunately, my finished product is usually very different. Before reading, I was thinking that adding some pictures, like some websites do, would make the recipes easier to cook, and it would keep me on track. The series of static illustrations would help me to see how the steps look along the way. Here is an example. One of my favorites! Then, as I read more about changing static illustrations to animations on page 84 in e-Learning and the Science of Instruction, I considered how the time-lapse videos that are shared on Facebook make following a recipe even easier. See the example below!
Cake Pops 4 Ways.Pin it for later: http://bzfd.it/1ZMVExvPosted by BuzzFeed Food on Wednesday, January 20, 2016
Upon reflecting on the two ways to make recipes a better learning opportunity, I realized both include graphics, either representational or transformational. I also thought that the more difficult the recipe might be would lead me to work with the series of static illustrations. This would allow me to work at my own pace and look for relationships between ingredients. For simpler recipes, I would use the animations.
###Connection to Current Work
…it is not good enough to deliver information to the learner; instructors must also guide the learner’s cognitive processing during learning, thereby enabling and encouraging learners to actively process the information. An important part of active processing is to mentally construct pictorial and verbal representations of the material and the mentally connect them. (Clark and Mayer, 2011)
I currently work with elementary and middle school teachers in implementing effective mathematics instruction. Below, you will find Lesh’s Translation Model. This model shows the five modes in which students can represent mathematical ideas. You can see in the graphic below that arrows connect the five modes to one another. This graphic is used regularly for us to evaluate if we are providing experiences that make connections between the modes and if teachers are providing these opportunities for students. Many teachers reflect that they usually “hang out” in two or three modes, but do not regularly meet all five. During the reading tonight, I thought about how this could be applied to e-Learning. If I am able to connect to the virtual situation, manipulate an interactive component, view or create graphics, and connect those to verbal and written symbols. I could still meet the modes of learning.
_Cramer, K. Using a translation model four curriculum development and classroom instruction. Retrieved February 18, 2016, from Rational Number Project, http://www.cehd.umn.edu/ci/rationalnumberproject/03_1.html
###Ways I Can Utilize Graphics to Teach Content Types
If I were to provide a content building course for math teachers to increase knowledge about fraction instruction, I could include the following graphics.
- FACTS: Include a screenshot of a student sheet that could be used with students to implement a highly-engaging task
- CONCEPTS: Include three screenshots of representing 1/2 using a number line, area model, and set model for fractions
- PROCESS: Include a video (Educreations) of a student solving a fraction computation problem with verbal description from student
- PROCEDURE: A diagram that shows the connections between fraction standards throughout K-8 instruction using a flow-chart format
- PRINCIPLE: Use a cause and effect format for teachers to consider how they would respond to certain situations they may encounter with students