Book contents
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgments
- Part I Background
- Part II Theoretical Foundations
- 5 Cognitive Theory of Multimedia Learning
- 6 Implications of Cognitive Load Theory for Multimedia Learning
- 7 Integrated Model of Text and Picture Comprehension
- 8 Implications of the Four Component Instructional Design Model for Multimedia Learning
- 9 Motivation and Affect in Multimedia Learning
- 10 Metacognition in Multimedia Learning
- Part III Basic Principles of Multimedia Learning
- Part IV Principles for Reducing Extraneous Processing in Multimedia Learning
- Part V Principles for Managing Essential Processing in Multimedia Learning
- Part VI Principles Based on Social and Affective Features of Multimedia Learning
- Part VII Principles Based on Generative Activity in Multimedia Learning
- Part VIII Multimedia Learning with Media
- Author Index
- Subject Index
- References
8 - Implications of the Four Component Instructional Design Model for Multimedia Learning
from Part II - Theoretical Foundations
Published online by Cambridge University Press: 19 November 2021
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgments
- Part I Background
- Part II Theoretical Foundations
- 5 Cognitive Theory of Multimedia Learning
- 6 Implications of Cognitive Load Theory for Multimedia Learning
- 7 Integrated Model of Text and Picture Comprehension
- 8 Implications of the Four Component Instructional Design Model for Multimedia Learning
- 9 Motivation and Affect in Multimedia Learning
- 10 Metacognition in Multimedia Learning
- Part III Basic Principles of Multimedia Learning
- Part IV Principles for Reducing Extraneous Processing in Multimedia Learning
- Part V Principles for Managing Essential Processing in Multimedia Learning
- Part VI Principles Based on Social and Affective Features of Multimedia Learning
- Part VII Principles Based on Generative Activity in Multimedia Learning
- Part VIII Multimedia Learning with Media
- Author Index
- Subject Index
- References
Summary
The ongoing scientific and technological developments that impact professional performance require professionals to keep their competencies up-to-date which calls for complex learning. Complex learning involves integrating knowledge, skills, and attitudes; coordinating different constituent skills; and often transferring what is learned in school or training settings to daily life and work settings. It requires memory processes and cognitive learning processes aimed at schema construction and schema automation. In line with the 4C/ID model, we claim that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice.
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- Information
- The Cambridge Handbook of Multimedia Learning , pp. 100 - 120Publisher: Cambridge University PressPrint publication year: 2021
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