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Multimedia’s ability to
offer the same information in multiple channels (text, graphics, audio,
video) provides an approach that can be effective in language learning (Mayer
& Moreno, 1997, and Clark & Mayer, 2003, cited in Kumar, n.d.).
Multimedia and hypermedia research has also indicated that people process
information at different rates, and that overloading processing capacity – by
too much information in different modes, conflicting information, and the
like – results in less learning than if just one medium is used (Moore, et
al., n.d.). Clearly, the information needs to be presented carefully so that
images, audio, and text present complementary rather than conflicting input.
Too many “bells and whistles” detracts from learning. You can see this from
the graphic on this slide – you’re wondering why it’s there, not listening.
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Another difference is
between deductive and inductive learners. Those who are deductive learners
tend to prefer presentation of rules, followed by examples. Inductive
learners, on the other hand, prefer figuring out the rules on their own.
People are rarely, if ever, fully inductive or fully deductive in their
learning. Data-driven learning (Johns, 1991) was designed for inductive
learners, though all learners can benefit. A concordance – presentation of a
target word or structure in a number of different sentences – allows learners
to use extensive data and come up with their own rules (Bowker & Pearson,
2002; Hall & Lee, 2006).
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