Why cant I remember my precious memory?
Surfing web here and there, playing video games for 8 hours, facebooking and on the phone all the time make information overload —> working memory overload.
Working memory is responsible for:
1. Intake information
2. Will power – focus
3. Treating in your life
4. Taking new information and linking with the information you already know
5. Behavior response based on information
6. How to use information in your life
How to reduce working memory overload? —> Digital information diet
1. Eliminate your facebook, handphone and webpages
2. Read real book – 4 months
3. Find quiet time for self-reflection.
Find quiet time –> to become more clarity in thought, talk without run some tangent —> Nabi Muhammad SAW did this too – Gua Hira’ time.
Time is the comodity – technology will take it if you dont control it.
Find more from here: https://www.youtube.com/watch?v=Z0ztO86ImQg
Multimedia Cognitive Learning Theory (Meyer, 2001), basically – there are three assumptions:
1. 2 separate channel for input – audio + visual
2. Limited to 7 elements
3. Active learning – build connectivity between separate channel
Learn more from https://www.youtube.com/watch?v=sP98_CTjXNo
12 Principles for Multimedia Learning Theory
In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations:
1. Coherence Principle – People learn better when extraneous words, pictures, and sounds are excluded rather than included.
2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.
3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text.
4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.
6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
8. Modality Principle – People learn better from graphics and narration than from animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures than from words alone.
10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style.
11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen