Of the 12 principles of the cognitive theory of multimedia learning, the principle known as the “multimedia principle” seems the most intuitive. This principle states that people learn more deeply from words and pictures than from words alone. The principle of coherence also seems intuitive, which proposes that multimedia materials should present information in a clear, concise, and organized manner.

One surprising principle is the “redundancy principle”, which suggests that presenting the same information in multiple formats can lead to cognitive overload and interfere with learning. Another surprising principle is the “modality principle”, which proposes that presenting information in both visual and auditory formats can be more effective than just presenting it in one format alone.

When I was creating a screencast, the principles of coherence and signalling were kept in mind. Coherence was used to ensure that information was presented in a clear and organized manner, while signalling was used to draw attention to important information in the screencast. I have created some screencasts, and below is one of them.

Screen Cast of how to use the Snapchat app

The UDL guidelines, in media and multimedia, can play a significant role in a learning environment designed with UDL principles in mind. The UDL guidelines recommend offering information in multiple formats, such as text, images, video, and audio, to accommodate learners with varying abilities and preferences. Media and multimedia can help make information more accessible, engaging, and meaningful for all learners. 

In terms of promising practices for text, images, and video, many are in alignment with UDL guidelines. For text, the use of headings, bullet points, and clear and concise language can help learners navigate and comprehend information more easily. For images, providing alternative text descriptions and captions can help learners with visual impairments and provide context for all learners. For video, using closed captioning, providing transcripts, and incorporating interactive elements can help learners access and engage with the material more effectively.

Inclusive design, to me, means creating products, environments, and systems that are accessible and usable by everyone, regardless of their abilities or disabilities. Inclusive design aims to remove barriers and promote equal opportunities for all individuals, and it can be achieved by considering diverse needs and perspectives throughout the design process.

References:

[1] Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

[2] Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge University Press.

[3] Mayer, R. E. (2001). Multimedia learning. Psychology Press.

[4] Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

[5] CAST. (2018). UDL guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/

[6] Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.