It’s funny how we use multimedia every day in our work as educators and trainers, but it is so easy for us to look past the theories and concepts behind the multimedia we use. I feel like, as educators, we know subconsciously that using words and pictures adds a greater meaning to the information and knowledge we are trying to transfer. Still, we rarely approach creating our content with such intentionality to ensure we use the most effective media with our presentations. I know that when I am combining media, I search for media that gets the information across and is more “representational” than any other element. If possible, I try to create the media that is identically representative, but if time or resources don’t allow, I tend to just get it as close as possible. While I have been able to get by with this approach, going through this week’s articles and readings makes you take a step back and look at the disservice you are doing for your learners, and probably holding me back from creating content that could be exceptional and transformative for the leaners. I know this sounds like I have been phoning in my creation process, but I don’t necessarily think that is the case. I think that these multimedia elements and concepts that I had learned about had become more of an afterthought as time went on. I think these readings will definitely help me reset and be more proactive in my approach when putting all of the pieces of the courses I design together.

The reading this week that stood out to me was the article “There’s more to the multimedia effect than meets the eye: is seeing pictures believing?” by Magnus Ögren, Marcus Nyström, and Halszka Jarodzka. As a former math teacher, although not at the vector calculus level, this paper was interesting in looking at some of the biases discussed and the effect of the type of graphic with the information could influence the learner’s perception of the problem and even lead them astray. This area of research was new to me, and seeing how using graphics in specific ways can affect the learners’ perception. Looking at it from the perspective of the study as well since students tended to spend less time reading the words when graphics were present really starts to present the possibility of with the effective use of words and other media you can craft a message that highlights certain aspects, while potentially burying other aspects. It really starts to make you wonder, with the current climate of unrest in social commentary and adamant supporters on different issues, are these elements being used to highlight the messages of both sides. I would imagine it is, and when you start to consider that so much of this information spreads through social networks, what other elements are they using to bring in new eyes onto the content. In the end, it’s funny how a textbook on eLearning and an article on vector calculus can get your brain switched over to bigger and crazier ideas, but not a rabbit hole I want to explore today. Until next time.