Relative Advantage of Using Hypermedia
This week's assignment is to identify relative advantage of using hypermedia for educational purposes. According to Roblyer and Doering (2012), it is not surprising that, being surrounded by "complex" images, video, and audio on a daily basis, "the part of our human evolution has focused on making our technology reflect the color and clamor of our surroundings" (p.172.)
The authors defined Multimedia (multiple media) as a combination of still images, graphics, sound, animation, and text in order to "communicate" the message in multiple ways (p.173.) Hypermedia, in turn, refers to "linked" media, that is, connected via the Internet (p.173.)
Current and Future Impact of Hypermedia on Education
"A lot of students these days expect information to be presented in a flashy, entertaining way, so videos can help draw them in", states Edutopia. Moreover, the article continues, "teachers all across the country are finding that judiciously chosen videos help students engage more deeply with the subject matter, and recall the information they've learned longer."
Furthermore, according to National Teacher Training Institute, teachers who use instructional video claim that their students "retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning." That is, a short but carefully chosen and incorporated into the lesson video will help students connect the topic/ concept to the real world.
Further, as Roblyer and Doering (2012) continue, the current trend of using hypermedia in education provides the foundation to conclude that in the future, the classrooms will be "increasingly multimedia environments" due to their "powerful capabilities to enhance learning" recognized by educators (p. 176.) Some of those capabilities are:
The authors defined Multimedia (multiple media) as a combination of still images, graphics, sound, animation, and text in order to "communicate" the message in multiple ways (p.173.) Hypermedia, in turn, refers to "linked" media, that is, connected via the Internet (p.173.)
Current and Future Impact of Hypermedia on Education
"A lot of students these days expect information to be presented in a flashy, entertaining way, so videos can help draw them in", states Edutopia. Moreover, the article continues, "teachers all across the country are finding that judiciously chosen videos help students engage more deeply with the subject matter, and recall the information they've learned longer."
Furthermore, according to National Teacher Training Institute, teachers who use instructional video claim that their students "retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning." That is, a short but carefully chosen and incorporated into the lesson video will help students connect the topic/ concept to the real world.
Further, as Roblyer and Doering (2012) continue, the current trend of using hypermedia in education provides the foundation to conclude that in the future, the classrooms will be "increasingly multimedia environments" due to their "powerful capabilities to enhance learning" recognized by educators (p. 176.) Some of those capabilities are:
- Increased Motivation - students demonstrate enthusiasm as hypermedia allows space to be "proactive" learners.
- Flexible Learning Modes - hypermedia can be beneficial for everyone as it allows to excel in one or some of what is known as "Multiple Intelligences", the theory developed by Howard Gardner.
- Development of creative and critical thinking skills - as students can also be "creators" of hypermedia products (as opposed to being simply users), their learning can be taken on a different level all together - they will be required to make decisions, communicate, collaborate, solve problems, and complete projects; therefore, students will apply higher order thinking skills ( Roblyer and Doering (2012.)
Multiple Intelligences. Image source: Google Images
What Does Research Say?
According to Roblyer and Doering (2012), the popularity of hypermedia use has been on the increase not only among practicing educators but also among researchers (p.176.) The further presented an interesting research outcome, stating that the initial hypothesis about media being able to mirror the human mind, increase interest to learn or enable instruction adapted to learners preferences and cognitive skills (176), among others, has not been really validated due to the "richness and complexity" of these environments (176.) Instead, say Roblyer and Doering, researchers identified two lines of research: 1) characteristics of hypermedia that is believed to increase student achievement and 2) impact of hypermedia on student engagement (176.) Finally, they conclude with the research outcome of the work of Richard Mayer, the work that took more than 20 years to be completed; much of the work was devoted to identify ways to design (learning) environments that "maximize productive processes", yet do not cause "cognitive overload" - that is, allows learners to process information to the fullest extent, yet without becoming totally overwhelmed (p.177.)
Such a result can be achieved when information is processed through various channels (instead of only one channel) - an hypermedia fits in well due to its complexity and variety (Roblyer and Doering, 2012, p. 177.)
In addition, the article "Using Television in the Classroom" on SCETV website discusses the following research-based benefits of TV/video integration into the classroom:
A SIX-WEEK STUDENT PERFORMANCE STUDY: CLASSROOM TV VS. NON-CLASSROOM TV.
From Research to Practice - A Specific Example
Last week, my students (ESL, intermediate level) were assigned to read a text on the Biology of Altruism; a highly complex text rich with academic and scientific vocabulary. It was obvious that the text was quite a challenge, and that the concept it presented could not be successfully processed through the particular channel engaged during a reading activity. I than used some images to illustrate what the students just read about - specifically, how "brain scan" and "pleasure center in the brain lit up" looked like. We also then watched a short YouTube video about the "Mirror Neurons". It was obvious that my strategy of integrating hypermedia into my lesson plan enabled my students to "visualize" the information, become "engaged" into the learning activity, become more enthusiastic in their desire to comprehend the material, and, finally, retain to the information for a period of time (they were able to write about the mirror neurons, brain scan procedure, and brain pleasure center lit up even after a few days. They particularly enjoyed the Monkey see monkey do analogy used in the video.) No doubt, that lesson clearly demonstrated relative advantage of hypermedia integration!
According to Roblyer and Doering (2012), the popularity of hypermedia use has been on the increase not only among practicing educators but also among researchers (p.176.) The further presented an interesting research outcome, stating that the initial hypothesis about media being able to mirror the human mind, increase interest to learn or enable instruction adapted to learners preferences and cognitive skills (176), among others, has not been really validated due to the "richness and complexity" of these environments (176.) Instead, say Roblyer and Doering, researchers identified two lines of research: 1) characteristics of hypermedia that is believed to increase student achievement and 2) impact of hypermedia on student engagement (176.) Finally, they conclude with the research outcome of the work of Richard Mayer, the work that took more than 20 years to be completed; much of the work was devoted to identify ways to design (learning) environments that "maximize productive processes", yet do not cause "cognitive overload" - that is, allows learners to process information to the fullest extent, yet without becoming totally overwhelmed (p.177.)
Such a result can be achieved when information is processed through various channels (instead of only one channel) - an hypermedia fits in well due to its complexity and variety (Roblyer and Doering, 2012, p. 177.)
In addition, the article "Using Television in the Classroom" on SCETV website discusses the following research-based benefits of TV/video integration into the classroom:
A SIX-WEEK STUDENT PERFORMANCE STUDY: CLASSROOM TV VS. NON-CLASSROOM TV.
- ITV students outperformed non-ITV students on tests.
- ITV students scored higher on writing assignments. They surpassed their non-ITV counterparts considerably.
- ITV students used more figurative language than non-ITV students.
- ITV students applied more varied and creative approaches to problem solving.
- ITV students were more active in classroom discussions.
- ITV students learn better when more ITV is used. The study supports the extent to which ITV is used in the classroom and ITV has a direct influence on student learning.
From Research to Practice - A Specific Example
Last week, my students (ESL, intermediate level) were assigned to read a text on the Biology of Altruism; a highly complex text rich with academic and scientific vocabulary. It was obvious that the text was quite a challenge, and that the concept it presented could not be successfully processed through the particular channel engaged during a reading activity. I than used some images to illustrate what the students just read about - specifically, how "brain scan" and "pleasure center in the brain lit up" looked like. We also then watched a short YouTube video about the "Mirror Neurons". It was obvious that my strategy of integrating hypermedia into my lesson plan enabled my students to "visualize" the information, become "engaged" into the learning activity, become more enthusiastic in their desire to comprehend the material, and, finally, retain to the information for a period of time (they were able to write about the mirror neurons, brain scan procedure, and brain pleasure center lit up even after a few days. They particularly enjoyed the Monkey see monkey do analogy used in the video.) No doubt, that lesson clearly demonstrated relative advantage of hypermedia integration!
See for Yourself! First - Read the Excerpt from Wikipedia. Then - Study the Google Images. Finally - Watch the YouTube Video. Which one did you enjoy the most? Your students will probably say the same!
A mirror neuron is a neuron that fires both when an animal acts and when the animal observes the same action performed by another.[1][2][3] Thus, the neuron "mirrors" the behaviour of the other, as though the observer were itself acting. Such neurons have been directly observed in primateand other species including birds. In humans, brain activity consistent with that of mirror neurons has been found in the premotor cortex, the supplementary motor area, the primary somatosensory cortex and the inferior parietal cortex.
The function of the mirror system is a subject of much speculation. Many researchers in cognitive neuroscience and cognitive psychology consider that this system provides the physiological mechanism for the perception action coupling (see the common coding theory).[3] They argue that mirror neurons may be important for understanding the actions of other people, and for learning new skills by imitation. Some researchers also speculate that mirror systems may simulate observed actions, and thus contribute to theory of mind skills,[4][5] while others relate mirror neurons tolanguage abilities.[6] Neuroscientists such as Marco Iacoboni (UCLA) have argued that mirror neuron systems in the human brain help us understand the actions and intentions of other people. In a study published in March 2005 Iacoboni and his colleagues reported that mirror neurons could discern if another person who was picking up a cup of tea planned to drink from it or clear it from the table. In addition, Iacoboni has argued that mirror neurons are the neural basis of the human capacity for emotions such as empathy.
The function of the mirror system is a subject of much speculation. Many researchers in cognitive neuroscience and cognitive psychology consider that this system provides the physiological mechanism for the perception action coupling (see the common coding theory).[3] They argue that mirror neurons may be important for understanding the actions of other people, and for learning new skills by imitation. Some researchers also speculate that mirror systems may simulate observed actions, and thus contribute to theory of mind skills,[4][5] while others relate mirror neurons tolanguage abilities.[6] Neuroscientists such as Marco Iacoboni (UCLA) have argued that mirror neuron systems in the human brain help us understand the actions and intentions of other people. In a study published in March 2005 Iacoboni and his colleagues reported that mirror neurons could discern if another person who was picking up a cup of tea planned to drink from it or clear it from the table. In addition, Iacoboni has argued that mirror neurons are the neural basis of the human capacity for emotions such as empathy.
References: Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Allyn & Bacon.
Edutopia
Images: Google Images
Edutopia
Images: Google Images