Multi-Media Learning by Richard E. Mayer

First, let me say, Mayer seems to be obsessed with the dichotomy between Behavorialism and Constructivism. He refers to Behavioralism as the “information-delivery theory.” He repeatedly draws upon the differences between the two theories in his book. My head rather hurts from this author’s witting style. However, he has very interesting things to say.

First Basic Definitions per Mayer:

• Instructional Message - a communication that is intended to foster learning (p. 3)
• Multi-media learning – dual coded learning, in its broadest sense pictorial representation with verbal (p. 2-3)
• better learning – improvements in retention and understanding of the material, focus on transfer as a measure of understanding (p. 64)

Mayer cares about the end results.  The end result being better learning, “…technology that expands our cognitive capabilities,” “…technology that complements human abilities,” and helping people learn through technology, not just get access to technology. (p. 10-11)

Mayer’s Insights:

Central to Mayer is the premise that our brains operate with limited cognitive capacities.
The intrinsic cognitive load is high when topics are complex or have complex relationships. Intrinsic cognitive load would be lighter if examining a straightforward cause and effect relationship. Extraneous cognitive load is that you want to lose from your message, because it bogs down the mind. (p. 50) Also important to Mayer’s Mulitimedia Learning is understanding that because our ability to processes is limited, we are forced to make decisions about what to pay attention to and what relationships matter. Further, Learners “must focus on building a simple structure. The organizational process is not arbitrary but rather reflects an effort at sense making….” (p. 56)

As a designer, one can lighted the cognitive load by clearing out the clutter in planning. “The instructor’s job is not only to present material but also to help guide the learner’s cognitive processing of the presented material…build connections.”(p. 68)

“Help learners by selecting the relevant material, organizing the selected material and integrating selected learning with prior experience.” – could stop there that sums it all up and the implications are profound for planning. (52)

Now for the “coup de gras.”As if these thoughts weren’t enough…. My personal favorite parts were on pages 76-78. Here he mentions a case study of textbooks and classifying their visuals into the visual taxonomy developed by Levin, (decorative, representational, organizational and explanative). Roughly a third of the illustrations were decorative. He concludes that we really don’t know the potential power of graphics.

I’m hooked and ready to read the book….despite the author’s obsessions and awkward writing style.  This book ended up being a 10 out of 10!