#1: Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812). New York: Cambridge. In this chapter, the authors discuss multimedia learning as it relates to video used in professional development for teachers. Their primary focus concerns what and how teachers learn from interacting socially with one another while viewing and analyzing videos of classrooms. The inspiration for the research stems from the need for teacher professional development and the fact that the socially situated instructional settings are a valuable resource for teacher learning. The authors share examples of well-known approaches to video-based teacher learning and how they can be varied in instructional research. The also suggest two basic levels to measure outcomes from their study. There is the individual level where the focus is how individuals learn as they interact with the video over time. There is also the system level, where groups of viewers use and learn from video over time. Given the approaches and the research, the authors then analyze the role of cognitive based multimedia theory might play in guiding design of and research surrounding video-based learning environments for teachers. The authors conclude with two observations: 1) the system needs to include not only considerations of the teacher, but of the larger socio-cultural system that includes researchers, teacher educators, and evolving video technologies and 2) the video-based area of learning is in constant flux because tools are changing rapidly and how the tools are used are changing rapidly. Given these factors, it is not possible to know how teachers will engage with the videos as the arena changes.
#2: Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York: Cambridge. In this chapter, the authors discuss learning from multiple documents. The focus is on student’s ability to create new knowledge, beliefs or opinions from more than one single source of information. The author’s first discuss issues that surround attempting to learn from multiple sources at once versus single-source texts or multimedia documents. They cover the intertextual relationship and semantics, in addition to providing definition and roles of sources. After providing a basic understanding of the environment, the authors examine learning from multiple documents in relation to the cognitive theory. They define two core principles, sourcing and multiple-document integration, from their research. They finally discuss the implications of these principles and design of instructional learning in the area of primary, secondary, and higher education curricula. Future research in this area suggests benefits to student learning. Even so, more research is needed to determine which types of students benefit from the study of multiple-documents.
#3: Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge. In this chapter, the authors discuss advancements in research related to e-learning methods. New research confirms earlier conclusions in cognitive theory studies, added boundary conditions to previous guidelines such as the modality principle, and advanced new knowledge surrounding advances with technology, such as games and online collaboration. In this chapter, the authors review research on e-learning over the past 25 years. They review both asynchronous and synchronous formats in delivering workforce and academic learning. There are four major research themes discussed. The first is the comparison on what media if more effective for learning. The second is value-added research with experiments on lessons or instructional approaches. The third is interaction research with experiments covering learner differences in learning content. The fourth is unique affordances research looking at instructional effectiveness surrounding digital media, such as using online games. #4: Katherine A. Wilson, Wendy L.Bedwell, Elizabeth H. Lazzara, Eduardo Salas, C. Shawn Burke, Jamie L. Estock, Kara L. Orvis, Curtis Conkey. Relationships Between Game Attributes and Learning Outcomes. Simulation & Gaming. Vol 40, Issue 2, pp. 217 – 266. First published date: May-07-2008. 10.1177/1046878108321866 In this paper, the authors discuss games as an effective and cost-saving method in education and training. Specifically, they look at the components of games that influence learning outcomes. They first review the literature related to learning outcome and game attributes. Next, the authors determine and/or analyze what game attributes have an impact on learning outcomes. Lastly, they determine where there are gaps in research related to this area and develop theoretically based proposals to guide further research. I chose this paper because I am interested in e-learning and I want to know the value that this method can add to student learning. I am not a believer in technology for the sake of technology. I believe technology, including its software and a variety of learning platforms, should benefit learners and improve their retention of information.