MOST multimedia environments

I want to start by saying that I found the Bransford article to be very interesting and insightful, perhaps my favorite reading assignment from this course. I feel that it raised some very good points and presented fairly clear evidence to support the arguments contained therein.

It's my opinion that those who are cynical about the use of multimedia and video was a learning aid are stigmatized by popular television. It is true that much of what is presented on television is neither educational or helpful to development (aside from, perhaps, the acquisition of vocabulary) and it can serve as a distraction or deterrent from reading or study. However, there is a difference between television that is presented for entertainment and multimedia that is presented for development. I feel it's also important to point out, to the cynics, that no one is implying that multimedia should be the sole source of content; but, rather, a supplemental aid to content (which I feel may be another misconception).

I agree with the article in it's statements that the presentation of video to supplement the text does provide the reader/learner with a context in which to place the provided content. The Swiss Family Robinson and Donald Duck video examples were both good illustrations of this. I feel that this are similar to the illustrations found in children's books. The child who is reading or hearing the story may understand the words and comprehend the story being read; however, an illustration which accompanies the story does not only serve the purpose of entertainment. Rather, it provides the reader with a picture that illustrates a concept (or action) that may be abstract or confusing. Furthermore, it aids the reader in developing a mental model of the situation which helps them to further imagine the actions which are taking place (an hopefully mentally fill in the gaps between the illustrations). I feel that he use of video can serve the same purpose and would not particularly be limited to small children. Developing a mental picture, or even being presented with a representation, allows the reader/viewer to examine the situation in a new light because it becomes concrete rather than remaining abstract.


Something I always try to avoid in teaching a concept or communicating an idea is abstraction or generalization. Although my method is not entirely similar to those pointed out in the article, I feel that showing a video in class which illustrates a process certainly aids in comprehension. I feel it also aids in teaching the vocabulary for the lesson because the students are presented with a image which can be attached to the words, giving the terms a concrete meaning and aiding in retention. Is this not similar to how children are taught to read, by being presented with the word c-a-t and then shown a picture of the cat? How is video/multimedia any different, if not better?