When you decide to embark on an online gambling journey, you will soon realize that there are many different types of online casino match bonus offers, at TopJackpotCasinos.com you will find a lot of entertaining games that will make your gaming experience a lot different than the other websites.

Some of these bonuses target specifically online slot players, while others might target sports betting fans or even live casino fans. Better known as the sign-up bonus, a casino match bonus offer is one of the most widely available types of bonuses. Today, we will dive into the topic of online casino match bonus offers, join now at the link and know what they are. If you are looking to take advantage of these offers, you can find them listed here.

How to prove learning styles are real:

• 1. Select a learning style test. There are 100s so you need to pick one. Each defines learning styles differently (just the start of the nonsense that is learning styles)
• 2. Show validity and reliability evidence for the test (i describe in the video below how to do this)
• 3. Give the test to participants and divide them into 2 groups (ie visual vs kinesthetic)
• 4. Have at least 35 people in each group
• 5. Develop content for each group. For one group, use only their learning style. For example, for the visual group develop only visual content. Then for the kinesthetic group use both visual and verbal content.
• 6. Test participants on high (problem solving) and low (factual) content and compare results. You must prove that learning style made a difference. So you would need the visual group to perform best.

What do you think the results will be?

If you believe in learning styles and choose to ignore all research: You would believe that the Kinesthetic group should do terrible. They learn best with hands on activities. The visual group will do better because they are getting visual content.

If you believe is 1000s of research studies we currently have, all data, all evidence: The kinesthetic group will outperform the visual group on factual and problem solving knowledge. Why? Because we know that people learn better from visual and audio vs just visual. Learning style, learning preference, etc. has no bearing on this. You can say you are a visual learner, hands on learner, etc all you want but it doesn’t matter. You will perform well when you have well designed instruction regardless of what you think your learning style is.

And if you think the content was unfair since the kinesthetic group had visual + audio narration, just give both groups the same visual content and guess what, they will both perform the same. The visual group would NOT outperform the other group. Learning styles do NOT matter because they aren’t real. We have countless studies showing this phenomenon.

Here is a video that walks you through this:

1. Agenda

Basic tip that nearly everyone does but make sure you always have one.

2. Time each item

This helps your meeting run on time. Do not spend time on 1 of 5 items. Move on! Especially if that one item only affects 1 of 10 people at the meeting.

3. Facilitate

Just having an agenda and time will help you facilitate. Make sure everyone can be heard not just the one person that keeps asking questions to take you off topic.

4. No recurring meeting

Have meetings when you actually need to have a meeting. Otherwise its a waste of time.

5. Don’t have a meeting to plan more meetings

Use a calendar. Don’t have a meeting to schedule more.

6. Use email

Have a meeting when you need to have a meeting. Use email or talk 1 on 1 when you can.

7. Stand up

Get rid of chairs. This ensures people will make the meeting fast. This gets rid of those all day meetings that waste everyone’s time. Yea maybe its extreme but I love the idea!

Here is my video which goes into more depth for each tip:

Please see video for more in-depth explanations: https://youtu.be/NUbf5hi1sP4

To cite this:

Pastore, R. (2019). 3D Learning. Retrieved from http:// https://raypastore.com/wordpress/2019/03/3d-learning/

Link to PDF version: https://raypastore.com/wordpress/wp-content/uploads/2019/03/3dLearning-1.pdf

1.0 What is 3D Learning?

• Theory that expands on prior 2D cognitive theories (i.e. theories that focused on text and images) to explain how we process content to learn in the real world through all domains (psychomotor/affective/cognitive), from games, experience, virtual reality, hand on activities, etc.
• Its organic – living and changing
• Research has only begun to scratch the surface

2.0 Background Framework

Atkinson & Shiffrin (1968) – Memory Theory/Information Processing

• Memory has 3 parts – sensory, short term, and long term.
• Information is first delivered to sensory memory. In this stage the learner decides how to handle the information or its forgotten
• Short term/Working Memory – This is where information is processed.
• Long term memory – indefinite storage capacity. Information can be stored here and retrieved for later use in working memory.

Miller (1956) – Working memory capacity

• Learners can hold 7 concepts, plus or minus 2, in working memory at one time depending on how meaningful they are

Baddeley & Hitch (1974) and Baddeley (2000) – Model of Working Memory

• Working memory/short term memory has a short duration and is controlled by the central executive. It has 2 channels, one for visual/spatial information and one for verbal information

Paivio (1979) and Paivio (1986) – Dual Coding Theory

Working memory is composed of two channels – verbal and nonverbal (visual). Each channel can function independently or they can work together to use information or store it in long term memory.

Mayer (2001) and Mayer (2005) – Cognitive Theory of Multimedia Learning (CTML)

• Expands on Baddeley and Paivio’s theories
• The CTML is based on three assumptions
  • (1) working memory is made up of a dual modality (dual coding) input channel system,
  • (2) there is a limited capacity in working memory, and
  • (3) that learners engage in active processing.

Moreno (2006) – Cognitive Affective Theory of Multimedia Learning

• The CATML is Based on the following assumptions:
  • independent information
  • processing channels
  • limited working memory capacity and virtually unlimited
  • capacity long-term memory
  • dual coding
  • active Processing
  • affective mediation
  • metacognitive mediation
  • individual differences

3.0 Problem:

• These are limited in scope – 2D – Only focused on verbal and visual information (*CATML does focus on more but still only hypothesizes that we use verbal and visual channels)
• We still have people trying to use learning styles and multiple intelligences even though research does not support them because they seem to make ‘sense’ to people
• How does any of this account for real hands on learning? Gaming? Virtual reality? Where we use other means of learning besides images and words (narration).
• Much of our learning combines all domains of learning. Psychomotor and affective tasks require cognitive resources (i.e. are using in working memory). The domains of learning are great for instructional strategy development but do not help explain what happens in working memory.

So I started digging…

• One of the first surprising pieces of information I found was from Baddeley (2012). This really sent me down the rabbit’s hole. “…can other modalities such as smell and taste be added without impacting visual or verbal capacity? Are there separate subsystems for smell and taste?” (p. 23) (Baddeley 2012)
• Then I started finding things like this from Quak, et al (2015) who says that we tend to look at the way we process information in a stationary fashion, examining 1-2 channels at a time (i.e. text and images) whereas in real life we take on many at a time – hearing, smell, sight, taste, etc.

Then I started to look at the way we work, play games, use our senses…

• For example, when we play a video game we are using our ears, eyes, and hands. So I started looking at the biology of humans. Specifically focusing on the senses and found that biologists recognize many senses (20-30 or more) such as Visual, Auditory, Haptic/kinesthetic, Olfactory, etc. I was surprised, but yes, we have many other senses. More than the standard 5 many of us learned in grade school. For example, hunger and thirst. Our body has a lot of senses.

And just like that, I realized we have researched some of these other modalities, though that research was rare and scattered. For instance, Jonsson et al (2011, p.1023) state that examining how the senses (i.e. olfactory system) operate in working memory has “received almost no attention in the literature”. Here is a sample of what I found:

• Andrade and Donaldson (2007) conducted a series of experiments that found that there was a modality specific space in working memory for a learner’s olfactory system. These results were then again confirmed by Jonsson, et. al (2011).
• Lerch, Cui, Patwardhan, & Visell (2016) conducted an experiment which found that haptic information can be stored in working memory and has its own channel. Seaborn, Riecke & Antle 2010 found similar results.
• So we have some initial evidence that these senses have their own place in working memory! Now this makes sense. The research is aligned to what we really experience. This explains what is happening in working memory when we learn from games, virtual reality, and in the real world! Now I am excited!

4.0 What I realized is that we have been focusing on a very small piece to a very large puzzle!

3D Learning

• 3D Learning is a theory that expands on prior 2D cognitive theories (i.e. theories that focused on text and images) to explain how we process content to learn in the real world through all domains (psychomotor/affective/cognitive), from games, from experience, in virtual reality, from hand on activities, etc.
• Its organic – living and changing
• Research has only begun to scratch the surface
• The model:
  • Multiple Input sources
    • Multiple input sources – There are a number of input sources that humans experience. These include vision, hearing, feeling, doing, smelling, tasting and many more
  • Sensory Memory
    • Sensory memory is where we first experience the input and put it into working memory or dismiss it
  • Working Memory
    • Learners have/can process information through a number of channels in working memory (i.e. visual, verbal, haptic/kinesthetic, olfactory, and more)
    • Learners can process multiple channels at the same time (can work together or independently from one another).
    • No matter how many channels we have, we can still only store a limited # of concepts in working memory
    • Training can improve each channel.
    • Learners will have natural strengths and preferences for one channel vs another.
    • Learners can work with prior knowledge from long term memory
  • Long term Memory
    • Long term memory is said to be indefinite

5.0 What’s next…

• We need to expand the multimedia principles…and probably should be calling them the principles of learning
• What are the other channels/how many?
  • Olfactory, haptic/kinesthetic, taste, etc. How many do we have?
• What combinations work best? How many is too many?
  • For example, using our eyes, ears, and hands. Is that too many? How does that impact cognitive load?
• This is especially crucial to the gaming literature as virtual reality starts to become more common for hands on training

6.0 Sources:

Andrade J. & Donaldson L. (2007). Evidence for an olfactory store in working memory?

Psychologia, 50, 76-89.

Atkinson, R.C., and Shiffrin, R.M.(1968). Human memory: a proposed system and its control processes. Psychol. Learn. Motiv. 2, 89–195.doi:10.1016/s0079- 7421(08)60422-3

Baddeley, A.D., and Hitch, G.(1974).Working memory. Psychol. learn. Motiv. 8, 47–89. doi:10.1016/S0079-7421(08)60452-1

Baddeley, A. (2012). Working Memory: Theories, Models, and Controversies Annu. Rev. Psychol. 2012.63:1-29.

Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.

Jonsson, F., Moller, P., & Olsson, M. (2011). Olfactory working memory: effects of verbalization. Memory and Cognition, 39, 1023-1032.

Lerch, R., Cui, H., Patwardhan, S., & Visell, Y. (2016). Exploring haptic working memory as a capacity-limited information channel. Presented at the IEEE Haptics Symposium Conference.

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.

Mayer, R., E. (2005). Introduction to multimedia learning. In R. Mayer (Ed.), The cambridge handbook of multimedia (pp. 1-16). NY: Cambridge University Press.

Paivio, A. (1986). Mental representations. New York: Oxford University Press.

Paivio, A. (1971).Imagery and Verbal Processes, Holt, Rinehart, and Winston, New York (Reprinted 1979, Erlbaum, Hillsdale, New Jersey).

Quak, M., London, R., & Talsma, D. (2015). A multisensory perspective of working memory. Frontiers in Human Neuroscience. 9, 1-11.

Seaborn, Katie & Riecke, Bernhard & Antle, Alissa. (2010). Exploring the interplay of visual and haptic modalities in a pattern-matching task. Paper presented at the 2010 IEEE International Symposium on Haptic Audio Visual Environments and Games

Please see the video for more info:

Take a bunch of classes in different subjects to see what you want to do

Figure out which type of jobs each major leads to

Figure out what kind of salaries each major leads to

Figure out what students in the majors are actually doing when they graduate

Talk to faculty about your future goals and steps to get there

Then ask yourself what would you enjoy doing for the rest of your life. Keep in mind that you aren’t getting your dream job out of college (well maybe you will buy many will not) and figure out the path to get there. Meet with faculty and take advantage of what the college has to offer. Too many students pick a major they might not like just because they think it might lead to a good career. A good career comes out of passion and hard work. So choose wisely…you can only change careers so many times…sometimes you can’t.

1. Pre test. This is to ensure that differences found in your study are due to the condition and not prior knowledge. Be aware that if you give the same pre test as post test, its a violation of validity but it can still be done (its better than no pre test). Thus I recommend giving a different pre test.
2. Content Validity. Is the content you are using correct? And is the assessment measuring the objectives from the content? How do you know this? Explain this. Has an expert reviewed it? Have you piloted it?
3. What is the reliability of the test? Please provide us this information.
4. Provide the M, SD, and Effect.

I know all of this seems like common sense but I am seeing top tier journals publishing articles that do not contain this basic information.

Why does this happen?

We know the students need to do the discussions as part of the learning process however the students usually see most discussions as busy work – something they are required to do, that is not fun, that they feel they do not get a lot out of. As a result, I have been experimenting with a discussion strategy that I believe works very well in online courses, which promotes learning and makes each discussion very beneficial for the student.

What do I do?

Instead of posing a discussion question that I hope sparks students interest I have students do a project. While we all love discussion questions the issue is that in a 5, 8 or 15 week course where students need to participate each week, there is no way you are going to come up with 1-3 discussion questions each week that students generally care about and thus they lose motivation doing the same thing over and over again. In addition, many discussion questions don’t even spark discussion and students are posting simply to meet the requirements in the course. This is boring! So I create a project for each week of the course that students post to the discussion forum and then discuss. I love this idea because students will get to see how another student viewed the assignment and learn from what they did. What are some example projects/activities that I have students do instead of a weekly discussion question? Some examples include presentations, videos, screencasts, critique articles/videos, charts, collages, short fictional stories, and many others. I try to make each week a different activity that relates to the content covered for the week. This way before my week starts students have done a small project on the topic and they have started discussing it. What I find is that many students go in and look at each students project because they are curious to see what their classmates did. This creates a great learning environment and makes students very comfortable with each other. I find that doing this has increased my end of course review scores, end of course comments, and increased the amount of compliments I get for my online courses. Give it a try and see how it works out for you. And I find this works for both undergraduate and graduate courses!

First, How much money can you spend? Unfortunately when buying computer you usually do get what you pay for. So if you are spending $400 on a computer expect it to deteriorate faster than a $2000 machine (as in it might last a year vs the $2000 machine that will last for 4 easily). Also, expect that the $400 computer components are probably already 3-4 years old and will have trouble running current software. A minimum I usually tell people is to spend $700 and look at sites like https://www.hotrate.com to find the reviews of the best systems and compare their reviews to choose the best. Less than that and you are asking for trouble. $1000-$1200 is even better and what the majority of students need. And $1200-2000+ is what you need for a high end machine for gaming, computer programmer, graphic artist, movie editor, sound editor. Once you have decided your price point, then decide… Also if you are coming back to school. There are sites online that can absolutely help you throughout the year. You can finally look up advanced chemistry or advanced algebra with ease, or even the specific things such as the difference between then vs than for English.

Do you need a Mac or PC? Well maybe Macs are already out of your price range. So you can skip to the next paragraph. If you are not sure which you should get ask yourself the following: Are you good with computers (tech geek) or going into computer science, engineering, business or a science field? Then I would get a PC and if you come across any issues with your PC, this highly rated repair service can help you out. So much software only runs on a PC so you dont want to get into a class where something you are using wont run on your computer. If you are not good with computers and just need something that will last for your 4 years to write papers, browse the web, and be used in courses, then definitely get a Mac. They are great for those that are not tech people and usually will last 4+ years. I had one that lasted 8 years.

Next you need to decide what brand, upgrades, and where to buy…First, shop around. Look online and at stores. Take a sales associates words with a grain of salt. First they are trying to make a sale and they are NOT usually computer experts. If they were computer experts they wouldn’t be a sales associate at Best Buy or Walmart they would be working at a company making 60-90k a year. Secondly, they are NOT in your program and do not know what you really need. So do your own research. There are tons of back to school sales and all of the computer companies offer discounts for students. So look and compare. But what brand? If you are getting a Mac then you know you are getting a Mac. If PC however, there are tons of options out there. I would personally rather look components and price rather than brand per se but I do like Dell and Alienware (a dell brand) but there are many others out there too.

So what components should you be looking at? Disk space. How much do you currently use? I would recommend at least 250-500GB. Also remember there are free options for space such as dropbox so space might not be too much of an issue anymore unless you have tons of pictures, songs, movies (which all college kids have). Remember that if you run out of space you can buy a 1TB (1oooGB) hard drive for under a $100 at any time so don’t worry too much about the space issue. Next you have Ram. Get a minimum of 8GB but I would probably not get under 12GB if I wanted this to last for 4 yrs. My current computer has 32GB (and its 3 yrs old) just to put what you are buying into comparison of what is out there. Ram is one area where you need to upgrade. If you are a gamer or in a major where you need a fast computer get as much ram as you can afford. Then of course you need to consider the video card and processor. I usually try to get the best I can here as well. The least important thing for me is disk space as I can always upgrade that and buy more. As far as screen size, it doesn’t really matter – that is your preference. Get what you are comfortable with.

Should you buy a warranty? Yes. Please get it. I watch computers fail all the time. Please get it for at least 3 yrs if possible. Computers, especially laptops will wear out as they are carried from class to class and stuffed in a backpack. Keep in mind your school will fix computers as well so make sure you check with your school to see what they offer.

Should you buy Office and other software as an add on? NOOOOO. Wait until you get to college. Colleges will offer huge discounts on this stuff. For example you can buy the full office package at my university for $30. They have tons of software too so make sure you check before putting out big bucks on software.

Oh, and if you are wondering the answer is NO, a tablet cannot replace a computer. A tablet is a great compliment to a computer but you need a computer. You cannot get by with just a tablet.

*here is my post on should you go to college which you may want to read first

1. Relax. I understand you are nervous but just relax. It’s school. If you want to go, then go. There is a program out there that will suit your needs.

2. It’s never too late. Again – It’s never too late. You can change careers or paths at any age. Will it be easy? Maybe not but I bet you any amount of money it’s possible. So yes it’s never too late.

3. Why? Why are you going? Do not just say you want to go to college and have a career. What is it you want to do? What do you enjoy? What are your hobbies? If you were independently wealthy and could choose any career what would it be? Then select a field/major based on that desire.

4. Money. I don’t mean cost of college. What kind of job will you get with your degree? Now I don’t think you should get a degree just for money, college is about learning and learning to problem solve. But you need to have some career path in mind when you choose your major. You also need to figure out what kind of corporate uniforms you see yourself in in the future. How much will you make? Once you know what you will make then you can start choosing a college…So next is

5. Cost. How much will it cost? The average undergraduate degree in the US costs 30-40k total. So its about as much as an SUV and spread out over 4 years. If you are looking at a public university you should expect to pay that much in tuition. Plus you need to consider your living expenses and health care and special products like clear nail plus for nail fungus infection. Its very easy to work part or full time and go to college. However, the more you work, the longer it will take to get that degree. And certain degrees, like biology will be more demanding and offer less time for work. So you will need to figure this out. Remember that there are tons and tons of scholarships out there, like the ucla undergraduate tuition and fees scholarship fundings. Also, there are tons of jobs on campus that you can have while you go to school which may even pay your tuition. If money is your barrier than you are not doing enough research and planning well enough. If you are looking at schools that cost 50k a year in tuition and money is a problem for you then you are already doing it wrong.

6. Online or face to face. Do you want to go online or face to face? Do you live near a university? There is tons of research to be done here. I always recommend going face to face if you can because of access to campus facilities and professors. Even if you go online at your local university that would be better than going online at a university across the country. Access to the campus is key plus you can always mix up your online or face to face classes, which is the best of both worlds. Also, keep in mind if you do decide to go online that its harder for many people. Why? You need to have a lot of self motivation to be successful online. It takes a lot of self discipline. So consider that. There are no right answers here. Just what works best for you.

7. Finding a school. What is the schools reputation? Who are the professors? Do the professors have websites? Can you see their resumes? If you cannot find this stuff out from the website I would be very hesitant to apply. You should be able to see everything online without needing to talk to anyone. Look at my post on finding a college here

8. Will I get in? Yes you might need to take some tests. Yes you will need to gather information. Yes you will be nervous. My advice, your past matters but only up to a certain extent. Professors want students in their programs that are motivated to do really well and will put in the effort to do well. If you have a rocky past (bad grades, bad test scores, prior arrests, etc.) do not assume you cannot go. You can. You just need to make sure you are showing them that you can succeed. How can you do this? Set up a meeting with the professors and talk to them. This helps a lot. If they have talked to you and know you are really trying and motivated they might let those other things slide. Also, if you do get rejected and you really want to go, sign up for a class. You can always take classes without being admitted. In that class do really well then reapply. I bet you will have no problem getting in after that. Now all of this is case by case and some programs have tough requirements but if you want in, you will find a way. Watch the movie Rudy if you don’t believe me.

9. Tests – yes you might need to take them. My advice is to to prepare, buy the book, take a few weeks and really study. If you do bad don’t worry just follow my advice is step 8. Some people are just prone to doing bad on these. There are ways to study and I will write another post on how to do that.

10. Have a plan. How long will it take you to graduate? Know this. Know exactly when you will be done. Then you can plan things like internships and such.

Step 1 – Student reactions. Did students like the training, process, course, instructor? This is the lowest and least important level. It doesn’t tell us if the course, instructor, or training was effective at all. This is the only thing student evaluations measure. Thus faculty are critiqued on whether students liked them or not. Not whether they actually taught anything at all.

Step 2 – Learning. Did the students learn what was taught? This is pretty important. If they learned the content then the course was effective. This is not measured on student evaluations.

Step 3 – Transfer. Are students able to apply what was learned to their jobs? This is very important. This is not measured on student evaluations.

Step 4 – ROI (return on investment). Was the training worth it? What were the benefits of the training? This is extremely important. This is not measured on student evaluations.

Personally, I only look at step’s 3 and 4 when evaluating myself. They are difficult to obtain but I periodically check on my graduates and they tell me what was useful, what they got from my courses, and they thank me for courses or information that they may have not appreciated at the time but then did when they started their careers. This is the exact feedback we all need to hear. All of my courses and materials are geared towards a career in instructional technology and design – so they are all practical and project based. I teach the students how to work, handle/respond to situations and clients, and how to excel in their careers. So I hope that my students give me that type of feedback but you never know until you ask and unfortunately we are not asking. So when doing a professor evaluation we should be looking at those important factors, not just popularity. I should note that my reaction/popularity scores are always good. I just feel that they do not tell me anything.

Having said that, when I fill out my annual performance charts I usually only have step 1 from above, provided by the school along with some quotes from alumni who lead me to believe step 3 and 4 were met. However, I do not think those quotes are really examined as part of my teaching because they are qualitative and not everyone will take them seriously. So I write this to call on faculty to start demanding that we examine whether learning took place, if the students are using it, and was the class worth it. Otherwise why are we teaching it (the topic or course)? Maybe there is justification (as in its an intro course that is needed to get to the more advanced topics and thats fine). But it’s something we need to consider. The teacher with the highest step 1 may not teach the students anything and this is a problem. As a result I am personally going to start doing a few things…

1. Do a pre and post test of content in my courses. This will evaluate student learning and will be objective (true/false or mult choice) and will measure low and high level knowledge. This will measure course objectives. This will tell me if students learned or not as I can compare the scores.

2. Send out annual or biannual surveys to my alumni asking them for input into how my courses and program is impacting them. What information are they using? What didn’t they get from courses that they needed?

I believe this information should be required of all faculty but since it’s not I will start collecting it and providing it for myself for my peace of mind. Hopefully I can start a trend here into better accountability for my own teaching and that of others.

Step 1 – Student reactions. Did students like the training, process, course, instructor? This is the lowest and least important level. It doesn’t tell us if the course, instructor, or training was effective at all. This is the only thing student evaluations measure. Thus faculty are critiqued on whether students liked them or not. Not whether they actually taught anything at all.

Step 2 – Learning. Did the students learn what was taught? This is pretty important. If they learned the content then the course was effective. This is not measured on student evaluations.

Step 3 – Transfer. Are students able to apply what was learned to their jobs? This is very important. This is not measured on student evaluations.

Step 4 – ROI (return on investment). Was the training worth it? What were the benefits of the training? This is extremely important. This is not measured on student evaluations.

As you can see student evaluations are not very important. I mean they tell us whether students liked the course or not. However, thats it. They do not even tell us if students learned anything. Essentially students could rate a course where they learned nothing really high and vice versa making these kind of evaluations worthless when they are by themselves. Thus should faculty be evaluated with these? No. At least not as the only measure and certainly not as an important measure. It’s a pretty worthless measure. There is a reason that we use these other steps in corporate settings – we know that they are meaningful yet for some reason higher education has yet to recognize that.

Essentially what I am trying to say is that if I tried to rate a course or teacher in corporate settings the same way I did in higher ed I would be fired.

ABSTRACT: Today’s learners are using multimedia on a daily basis. From computers to cell phones, it’s very difficult to get through a day without being exposed to multimedia. Prior research from Mayer and colleagues has revealed the multimedia principle, which communicates that two representations that explain for one another are better for learning than just one. While much of this research focused on cognitive load and learning, it did not focus on learner preference. As a result, a survey was presented to learners to discover their preferences for the multimedia, modality, redundancy, and coherence principles in a multimedia environment. Overall, participants agreed that they preferred multiple representations to a single one. However, the most surprising results were found when learners were presented redundant representations and irrelevant details. Learners indicated they preferred redundant text and sound with images to image and text or images and sound and that they preferred highly detailed and colored images to simple images. This indicates that while learners may learn better if we following the multimedia principles, they might decrease learner interest or motivation, which could have an impact on instruction

Citation:

Pastore, R. (2014). Multimedia: Learner Preferences For Multimedia Learning. Journal of Multimedia Processing and Technologies, 5(4), 134-144.

You can check out the article here

petec2015

“Remember too that universities have been around since the middle ages. They are resilient institutions. The demise of universities were also claimed with the invention of books (who needs a teacher now!), invention of public libraries (free books to learn at your own pace!), invention of mail order courses, invention of closed television courses, and now the invention of online courses. You can at least understand why academics aren’t worried about their demise (again). Self-motivated learners obviously benefit from MOOCS, just as they did with the invention of public libraries. What keeps universities in business is essentially human laziness. Without a cattle prod and the pedagogical equivalent of a life coach standing over you and checking your work, most people would never finish a course. This is borne out by the abyssmal completion rates of MOOCS. Unless you can cure procrastination, laziness, and minimize cheats in the system for credentials, there will also be a place for credentialed brick-and-mortar universities…”