A 21st century classroom is all about collaboration, student-centered activities, and…multimedia.

Research shows that multimedia is an important element to engaging and interactive instruction.

Our students are digital natives, and technology is their native language. Since this is the world we live in, there has been a lot of study and research around how learning through technology and multimedia learning is processed by the brain - and, most importantly, the impact it has on students.

THE TWO CHANNELS OF THE BRAIN

We’ve learned that the brain process information using two channels - visual and auditory. And what we’ve come to discover is that when the brain is offered both channels using a multimedia approach - the brain is able to take in and process even MORE information.

By taking advantage of multiple mediums (images, graphics, videos, audio, and others) we can dramatically enhance student learning.

And THAT’s what 21st century instruction is all about.

So - what does multimedia actually mean?

We can define multimedia learning as the delivery of instructional content using multiple modes that include visual and auditory information. Students use of this information to construct knowledge.

Simply put: multimedia learning is presenting new information, using images and graphics and videos and audio - all wrapped into one.

LONG TERM & WORKING MEMORY - WHAT'S THE DIFFERENCE?

We have two types of memory - long term memory and working memory. So, what does this mean for the brain?

Our long term memory is where what we already know, our background knowledge, is stored. This is often referred to as our schema. Scheme helps us to chunk and organize information in our brain so that we can draw upon it later on and integrate it with new information.

If new information that we are learning for the first time does not find its way into long term memory, it is lost. (Psst - This is a problem!)

Before information can be transferred into long term memory - it must first be processed by our working memory. However, our working memory is limited and can only handle small amounts of new information at a time.

If we can help make the transfer of new information from the working memory into long term memory smoother and faster - we've got a chance of our students hanging on to that information for the long haul.

But - how? (that's the million-dollar question!)

MAKING THE TRANSFER FOR LONG-TERM SUCCESS

Here's what we know: The auditory channel handles information that is heard, while the visual channel processes information that is seen (seems obvious).

BUT - here’s the exciting part, when information is presented using both the visual and auditory channels, working memory can handle more information overall.

So, THAT’s why the use of multimedia learning - which presents information using both visuals and audio - can have such a great impact on student learning.

Here’s the catch, though:

We DO need to be careful that we don’t just overload the brain with too much audio and visuals at the same time - because that’s not effective either.

The use of effective multimedia where the audio and visuals compliment each other is what we are aiming for.