Mini-Course Unit 3


Unit objective

  • Participants will be able to evaluate their lesson plan or multimedia activity to determine strengths and weaknesses in order to minimize the cognitive load of ELLs.
  • Participants will be able to recognize the constraints of the CTML in some contexts when they revise their multimedia lessons/activities.

Unit Activity

1. Participate in a peer review.

Write the peer evaluation of your partner's lesson plan or activity focusing on their utilization of multimedia resources in the following criteria. You may also use the checklist provided in Unit 2 as a guideline. Explain what principles have been applied to their multimedia lesson plan or activity in the following criteria:

  • What strategies does the instructor use to manage essential processing?

  • What strategies does the instructor use to reduce extraneous processing?

  • What strategies does the instructor use to foster germane processing?

2. Please, share any difficulties or limitation or thoughts when you apply Mayer's 13 principles to your lesson or activity on Edmodo[1] considering different learners’ learning styles, language skills or English proficiency levels.

For instance, Mayer’s redundancy principle explains that it is more effective to use a visual representation with narration alone than adding on-screen text. It confuses the learners’ processing channels because the addition of on-screen text introduces conflicts with the processing of the visual representation. Mayer, Lee, and Peebles (2014) found that adding on-screen captions to a fast-paced narrated video about chemical reactions didn’t help the performance of college students who are non-native speakers of English. They concluded that the learners didn’t benefit from the closed-caption because they didn’t have the capacity to take advantage of on-screen text. They explained that their focus of the study was rather learning new academic content than learning new words. However, the numerous benefits of using captions and subtitles in video learning materials as language learning strategies have been found by the researchers in language learning (Danan, 2004) such as vocabulary acquisition (Chih-Cheng & Yu, 2016, Hsu, Hwang, Chang, & Change, 2013) and listening skill (Winke, Gass, & Sydorenko, 2010).

You are encouraged to discuss based on your teaching experiences.

3. Reflect on the peer evaluation and our discussion about the constraints of application of the CTML and revisit your multimedia lesson plan or activity to maximize the learning of ELLs and submit to Edmodo[2].


Chih-Cheng, L. & Ya-Chuan, Y. (2016). Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load, Interactive Learning Environments, 25:4, 528-542, DOI: 10.1080/10494820.2016.1155160

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67- 77.

Hsu, C.K., Hwang, G.J., Chang, Y.T. and Chang, C.K. (2013) ‘Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices’, Educational Technology & Society, Vol. 16, No. 1, pp.403–414.

Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86

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Pencilbullet.gifUnit 1. Introduction to the Cognitive Theory of Multimedia Learning

Pencilbullet.gifUnit 2. Design of lesson plans incorporating multimedia resources for ELLs

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