A8 - Use of Multimedia

We all learn through multiple modalities—visual, auditory, kinesthetic. Some of us prefer to read our content; others prefer to listen or watch.

This from the National Center for Universal Design for Learning:

Learners differ in the ways that they perceive and comprehend information that is presented to them.

For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text.

Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. 

Providing content through a variety of multimedia supports all learners. Images for visual interest are good though, by themselves, won't meet the intention of this element.

Breaking up a page of text with headings, bullets lists and relevant images helps keep the brain engaged. (You can't tell from the screenshot below, but the heart image is actually a .gif that's slowly beating and pointing out the direction of blood flow. Very cool!)

This very short video (30 seconds) gives an example of one way to address different learning modalities.

Where to Look

Review pages, discussions and assignments where content is presented. You do not need to look through every page of the course, but you will need to review a sufficient number of modules to determine if alignment is met.

What to Look For

• Content presented using visual, auditory, graphic, and verbal formats
• Textbooks that offer e-book options

NOTE: This element should not be interpreted to mean there has to be an image and/or video on every page. It simply means the instructor has clearly made use of modalities beyond text throughout the course.