Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of Instructional Design for Multimedia Learning

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Bull, P. (2009). Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of Instructional Design for Multimedia Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 735-740). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31581.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Author

Prince Bull, North Carolina Central University, United States

Abstract

This paper discusses the cognitive constructivist theory of multimedia design (CCTM). CCTM is a juxtaposition of three theories (Constructivist, Multiple Intelligences and Cognitive Theory of Multimedia) in designing multimedia products for instruction. Constructivist theory advocates for integrating and designing of multimedia instruction relevant to the prior experiences of the learner, promoting active learning, collaborating, personal autonomy, personal growth and alternative assessment. Multiple Intelligences advocates for integration of activities in a multimedia product that reflect human intelligences as defined by Howard Gardener; linguistics, logico-mathematics, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Cognitive theory of multimedia on the other hand defines how learners construct knowledge using words, pictures, animations, videos and audio. This paper further explores how the integration of the three theories in creating a multimedia product stimulates and fosters higher level thinking skills.

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