Page 63 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

as it eliminated challenging logistics such as filming a parent and child reading

together in the home.

Figure 4.9 (P. Shaughnessy, personal journal entry, March 3, 2017)

Similarly, I decided to use digital video because it uses multiple presentation modes,

such as auditory/pictorial or visual/pictorial representations (Mayer, 2001), that

allows for the communication of the same information to the learner through
simultaneous learning methods and can provide the learner with “multiple entry

points” (Gardner, 2006). This enables the viewer to learn through both verbal and
visual means, to view actual objects and realistic scenes, to see sequences in motion,

and to view perspectives that are difficult or impossible to observe in real life
(Wetzel, 1994). From observing the literature, I was also aware of the importance of

Matching the Modality, the process of using both the audio/verbal channel and the

visual/pictorial channel to present new information while reducing the potential for
overload of either channel. An example of this is a narrated animation of a learning

process (Video 4.2), it uses both channels to explain the process, thus giving the

learner dual and complementary streams of information to highlight features that
should be processed in working memory. In contrast, showing the animation while

also showing printed text uses only the visual channel and thus overloads this
channel and impedes learning (Mayer and Moreno, 2003).

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