Learning Log #3

As an educator, it is our duty to educate. The authors of the text bring up the information acquisition theory in that it is up to the educator to present the information. They take it a step further to note that not only is it up to the educator to present the information but also to present in which the learner can grasp it. This is where the Cognitive Theory of Multimedia Learning comes into play. The educator is to present content in a way that is consistent with how people learn.

When designing content for students educators should be aware of the cognitive load their lesson will have on a student. Learners have a limited amount of cognitive capacity. We do not want to overload each channel (verbal and pictorial). By keeping this in mind when developing lessons we must be mindful of when we engage each channel. Even in the same channel where there is on-screen text and graphics, the mind has to process and compete for visual attention and decide which is more important.

The intended audience remains to be educators, school counselors specifically. To ensure that school counselors have the same professional development and are learning the most ideal way to reach their students, these concepts of Redundancy and Coherence principles are ideals that must govern their work. They need to be aware of how to create content in their lessons that do not violate these principles.

The Narrated Presentation linked here speaks about the Learning Styles Hypothesis and Information Acquisition View versus Cognitive theory. In this explanation the narration does not overpower the on-screen text. The redundancy principles is taken into account throughout the video.