Group presentation to provide an overview of Mayer's theory.

1. Cognitive Theory of Multimedia Learning CitM Productions

2. What is Multimedia Learning?

3. CTML: Overview

4. Cognitive Processes

5. Processing Pictures

6. Processing Spoken Words

7. Processing Printed Words

8. Richard Mayer Ph.D. in Psychology University of Michigan 1973 Professor of Psychology University of California at Santa Barbara Cognitive Theory of Multimedia Learning CTML Researchers: Mayer

9. Roxana Moreno Ph.D. in Psychology University of California at Santa Barbara 1999 Associate Professor of Educational Psychology University of New Mexico Cognitive theories in educational technology CTML Researchers: Moreno

10. John Sweller Ph.D. in Psychology University of Adelaide 1972 Emeritus Professor of Education University of New South Wales Cognitive Load Theory CTML Researchers: Sweller

11. Jan Plass Ph.D. in Educational Technology Erfurt University 1994 Associate Professor of Educational Communication and Technology New York University Cognitive science, learning sciences, and design CTML Researchers: Plass

12. Wolfgang Schnotz Ph.D. in Education Technische Universität Berlin 1978 Director of the Center for Multimedia, Head of Education Graduate School Universität Koblenz-Landau Integrative model of text and picture comprehension CTML Researchers: Schnotz

13. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology. 83, 484-490. Moreno, R. & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology. 92(1), 117-125. Significant Studies

14. Pass, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science. 32, 1-8. Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology. 90, 25-36. Significant Studies

15. multimedia split-attention modality redundancy segmenting, pre-training, and modality coherence, signaling, spatial contiguity, and redundancy personalization, voice, and image Basic Principles

16. guided-discovery worked-out example collaboration self-explanation animation and interactivity navigation site map prior knowledge cognitive aging Advanced Principles

17. Sample #1 multimedia temporal contiguity voice

18. Sample #2 multimedia modality pre-training segmenting coherence, signaling temporal contiguity split-attention personalization, voice, image redundancy

19. Sample #3 coherence signaling spatial contiguity segmenting multimedia

20. CTML