Multimedia in Learning

[MM3312 Computer-based Training] Summer Quarter 2011
Week 1: Research Multimedia in Learning

This week we are supposed to research how is the best ways to teach the benefits of using multimedia in learning applications. We pick 1 out of the 3 types of transfer of learning.

Transfer of Learning - the application of skills and knowledge learned in one context being applied in another context (Cormier & Hagman, 1987)
 

There are 3 types of multimedia Transfer of Learning:

1. Inform - teach them some information
2. Near transfer perform - like teaching a software and is step by step
3. Far transfer perform - there is no exact answers, but several possible solutions or performances that could be elicted, to help narrow your focus.

I actually like both informing people with information as well as teaching them step by step. For this research, I am going to choose near transfer perform.

Near Transfer Perform (http://edweb.sdsu.edu/eet/articles/transferLearn/start.htm)

Near transfer perform is procedural and to teach step by step tasks. Most computer-training skills fall into this category in teaching and has success most of the time. Usually the process of learning through near transfer perform are procedural and applied in the same order. The benefits of this teaching method is easy to learn and easy to train the skills and knowledge. However, if there are any changes or new things came up, the learner will be unable to learn anything with this type of teaching. When there are problems that some people could not solve, the instructional designers/teachers can just show them step by step on how to solve. Also, by using the near transfer perform, it can allow the learners to catch up (follow up) on learning what they need to do. Near transfer perform is almost like a reference or guidelines for others to find out solutions to problems. Learners can come back again and use the same steps learning to solve the problem.

At the same time, learners are learning and training their skills and knowledge. They also learn and control their actions in following the steps to learn how to solve a problem. It's like hands-on activity on the computer, and learners do it themselves. Great way of learning! After managing on their own learning step by step, they will be more aware and "increase the accessibility of their learning to be applied in situations that occur in the future and help themselves in transferring their learning!" (http://tarunagoel.blogspot.com/2009/11/transfer-of-learning-theories-and.html)

There are a few tips listed for near transfer perform during processes of pre-training, during training, and post-training that I thought were good tips:  

Pre-training: 

• Design training with specific objectives around tasks that the learners perform in real-life
• Design performance support tools such as references, checklists, and guidelines that learners can use post training 

During training: 

• Use analogies from your own experience and that of the learners
• Provide feedback, guidance, and support during the training process
• Share best practices and tips towards application of training   

Post-training: 

• Assess learners’ understanding of concepts by allowing them to apply the learning without feedback or guidance
• Follow-up with learners to identify the challenges in application of training and review the action plans
• Provide coaching and mentoring to help learners overcome the roadblocks in application of learning

The near transfer perform is preferred more than far transfer perform. The reason why is because instructional designers only teach far transfer perform method when there are changes and uses strategic skills. Far transfer perform has no correct approach or outcome as stated as the definition.