Global Educators Cohort Program - Teacher Education

Click here for Site Map
Jump to Main Content


Recent Changes

Wednesday, July 8

  1. msg Assumptions about Mayer message posted Assumptions about Mayer In chapter 1, p. 9, paragraph 2 of Deaf Cognition (Marschark and Hauser) it confirms the Mayer prin…
    Assumptions about Mayer
    In chapter 1, p. 9, paragraph 2 of Deaf Cognition (Marschark and Hauser) it confirms the Mayer principle that simultaneous presentation of verbal and "nonverbal" materials facilitate learning in hearing individuals, but "this opportunity is not available to DHH learners." There are three problems:
    *pictorial is not equivalent to nonverbal.
    *there is new information on simultaneous vs short increments we need to look at.
    11:11 am

Friday, June 19

Monday, June 15

  1. msg Question #1 message posted Question #1 In Nebraska, curricular materials are usually the same as those being used in the typical classroom…
    Question #1
    In Nebraska, curricular materials are usually the same as those being used in the typical classroom, once children reach kindergarten. For students who are more self contained, Reading Milestones is still the text of choice for students who are not making progress with other curricular materials. Fairview is used sporadically. Neither of these is, of course, an entire curriculum.
    In both Iowa School for the Deaf and many rural districts, students who are deaf or hard of hearing are put into Accelerated Reading, on the principle that the books are leveled and the tests are visual because they are on the computer. ISD has modified the Accelerated Reading process by adding verbal mediation during the reading, and by (if I remember correctly) rewriting some of the test materials. Those books that are not text only could qualify at multimedia because they are illustrated, but the tests would not, because they are text/language only.
    8:15 am

Wednesday, June 10

Sunday, June 7

Wednesday, June 3

  1. page Question 1 edited ... A first step in the use of Mayer's principles would be an analysis of the illustrations used w…
    ...
    A first step in the use of Mayer's principles would be an analysis of the illustrations used within the curricular materials that are most commonly used within the K-12 education of students who are d/hh. Information within chapter 12 of Mayer's text (see below) could be used to guide such an analysis. The purpose of such an analysis would be to determine the degree to which the illustrations provided students with type of information that Mayer found to facilitate multimedia learning. This information, in turn, could then be used to carry out subsequent studies to determine relative ability of students who are d/hh to cirrecty draw information from illustration with a high, vs a low, degree of complicance with Mayer's principles of multimedia learning. Such studies would constitute an examination of the degree to which Mayer's "multimedia principle" (see below) applied to students who are d/hh. Before the investigations can begin, one question must be answered, i.e.,
    Question #1: What are the curricular materials that are most commonly used within hte K-12 education of students who are d/hh?
    ...
    this page. If
    If
    you need
    Mayer, R. 2009 - Ch. 12 Multimedia Principle:
    p. 223
    (view changes)
    7:10 am

Tuesday, June 2

  1. page Question 1 edited ... Study #1: analysis of the illustrations found within the curricular materials most frequently …
    ...
    Study #1: analysis of the illustrations found within the curricular materials most frequently used within K-12 Deaf Education
    Question #1: What are the curricular materials that are most commonly used within hte K-12 education of students who are d/hh?
    ...
    related problems, unquestionableunquestionably impacts academic
    ...
    increase in educatorseducators' use of
    ...
    sites, etc. serveserves to enhance
    ...
    has been difficultydifficult to establish.
    ...
    enhance the quality, or how well,quality of student learning.learning (how much a student remembers and how well the student can apply that learning). Mayer's research
    ...
    support instruction so that it
    ...
    relation to studentslearners who are
    A first step in the use of Mayer's principles would be an analysis of the illustrations used within the curricular materials that are most commonly used within the K-12 education of students who are d/hh. Information within chapter 12 of Mayer's text (see below) could be used to guide such an analysis. The purpose of such an analysis would be to determine the degree to which the illustrations provided students with type of information that Mayer found to facilitate multimedia learning. This information, in turn, could then be used to carry out subsequent studies to determine relative ability of students who are d/hh to cirrecty draw information from illustration with a high, vs a low, degree of complicance with Mayer's principles of multimedia learning. Such studies would constitute an examination of the degree to which Mayer's "multimedia principle" (see below) applied to students who are d/hh. Before the investigations can begin, one question must be answered, i.e.,
    Question #1: What are the curricular materials that are most commonly used within hte K-12 education of students who are d/hh?
    ...
    Assistant (sernsber@kent.edu).
    Mayer, R. 2009 - Ch. 12 Multimedia Principle:
    p. 223
    (view changes)
    2:14 pm

Monday, June 1

Sunday, May 31

  1. page VL - Participants edited ... 35.8.171.220 [video phone] MSUE_H_Johnson.2712@uni.ivisit.net Dr. Judy Coryell Kapi`olani …
    ...
    35.8.171.220 [video phone]
    MSUE_H_Johnson.2712@uni.ivisit.net
    Dr. Judy Coryell
    Kapi`olani Community College
    Kapiolani Deaf Center & Gallaudet University Regional Center
    4303 Diamond Head Road, Manono 102
    coryell@hawaii.edu
    808 734-9210 [v/vp]
    808 734-9238 [fax]
    MSUE_J_Coryell@uni.ivisit.net

    (view changes)
    11:08 am

More

Copyright © College of Education Michigan State University Board of Trustees, East Lansing, MI 48824