Cognitive Theory of Multimedia Learning 摘要 by Richard E. Mayer 一循認知理論：Cooper, G.(1998). Cognitive Load Theory 二二：雙碼學習(dual-code learning)、雙種管道 (dual-channel learning) 三個memory store box：sensory memory、 working memory、long term memory 四維：words、pictures、ears、eyes 五個active process：selecting words、selecting pictures、orgnizing words、orgnizing pictures、intergrating 六六：words(printed words) & pictures、sounds(spoken words) & pictures、words(printed words) & animation、sounds(spoken words) & animation、 words(printed words) & narration、sounds(spoken words) & narration 七先生：生命有限，需要模組化、特徵化 八得（Principles） 久久記得：記憶是認知的量，關鍵在複習與關聯；理解是認知的質，關鍵在整合與應用。 實實在在：去蕪存菁，廢話少說，環節相扣，鄰近時近。 問題討論： Q1.從認知理論的訊息處理程序看，「視而不見」和「視若無睹」是否同義？ Q2. Mayer：Students learn better from words and pictures than from words alone. How about students learn from pictures alone？ Q3.How abou those who are blind、deaf、dumb, or even those out of mind？ 研一周文靜、研二陳依琦9/23week2作業
1 則留言:
Cognitive Theory of Multimedia Learning 摘要 by Richard E. Mayer
一循認知理論：Cooper, G.(1998). Cognitive Load Theory
二二：雙碼學習(dual-code learning)、雙種管道 (dual-channel learning)
三個memory store box：sensory memory、 working memory、long term memory
四維：words、pictures、ears、eyes
五個active process：selecting words、selecting pictures、orgnizing words、orgnizing pictures、intergrating
六六：words(printed words) & pictures、sounds(spoken words) & pictures、words(printed words) & animation、sounds(spoken words) & animation、
words(printed words) & narration、sounds(spoken words) & narration
七先生：生命有限，需要模組化、特徵化
八得（Principles）
久久記得：記憶是認知的量，關鍵在複習與關聯；理解是認知的質，關鍵在整合與應用。
實實在在：去蕪存菁，廢話少說，環節相扣，鄰近時近。
問題討論：
Q1.從認知理論的訊息處理程序看，「視而不見」和「視若無睹」是否同義？
Q2. Mayer：Students learn better from words and pictures than from words alone.
How about students learn from pictures alone？
Q3.How abou those who are blind、deaf、dumb, or even those out of mind？
研一周文靜、研二陳依琦9/23week2作業
張貼留言