EDU 642 GLOGSTER Assignment

• Given that Glogs have the potential to create extensive cognitive load, what deliberate efforts did you make to reduce cognitive load in your Glog? Do you think you succeeded?
  
  
  The Glogs were created with the cognitive load theory in mind. After reading the "40+ Ways to Innovative Teaching Using Glogster" I chose the "Virtual Tour" route. In my case, the Glogs below are more or less "Back-in-Time Virtual Tours" where a particular time era is being toured. As such, the Glog is used as a classroom supplement. Although there seems to be a myriad of information (the cognitive load) the students have already read, discussed and been quizzed on the material. In the first glog there is perhaps a little too much multimedia video (the documentary). Nonetheless, it is review and the cognitive load should not be too cumbersome. The brief reminders about key concepts do not violate the cognitive load theory.

• Do you think that Swisher (and Mayer) would consider a Glog one piece of multi-media, or a collection of separate multi-media elements? Why or why not?

  
  

  I cannot speak for them, however, I believe that Swisher/Mayer would consider a Glog a collection of separate multimedia. As Swisher said, "Working memory is limited in capacity." The Glog seems more like a "grand central station" for a student whereby they can traverse any number of multimedia elements. Rather than a few key concepts whereby students are NOT cognitively loaded, a Glog serves as a springboard to elements that are meant to illustrate adhering to the cognitive load theory. A Glog seems to blur the line of being too much and "just enough".
  
  

  • Defend or refute the following statement: It is entirely likely that almost every Glog ever made breaks all six of Mayer's multimedia principles.

  
  
  
  

  When you consider the Mayer''s six multimedia principles ( the multimedia theory, the split-attention principle, the temporal contiguity principle, modality principle, redundancy principle and the coherence principle) it is entirely likely Glogs FULFILL all of the principles.  The first time I wrote this, I did not believe so.  However, after writing my entire blog refuting this I went back and re-wrote this blog.  Glogs are interesting, aesthetically pleasing "virtual posters" that students could enjoy making, viewing and visiting.  Nonetheless, as a medium it does blur each principle.  The cognitive load theory threshold is crossed when you have too much information.  However, if done correctly a glog can balance the cognitive load.  The dual coding theory also is blurred as there is a mix of test, images, video and that may be too much for some students.  Again, however, a glog can aptly match text and visuals to stimulate a complex understanding. The Glog fulfills the six multimedia principles.  The multimedia principle - a Glog has words, pictures and video.  The split-attention principle - "several sources of information substantially increases" the risk of cognitive load (on a glog, the information is separated).  The temporal contiguity principle - If constructed properly, a Glog can "simultaneously present words and visuals". The modality principle - using Glogs, information can be party presented using visuals and partly using narration/auditory.  Redundancy principle - a well-made Glog does not duplicate directions nor does it 'double-up' on content.  Coherence principle - Glogs can purposefully exclude extraneous information.  

  
  

  In the end, I changed my mind after re-reading Swisher/Mayer and looking back on my Glogs.

  • Defend or refute the following statement: Even if a Glog breaks most of Mayer's multimedia principles it can be still be used to facilitate a more complex understanding of topics than many other multimedia representations.
  • Even if a Glog breaks most of Mayer's multimedia principles it can be used to facilitate more complex understand of topics than many other multimedia representations.  If constructed with Mayer's principles in mind they can overcome the breach.  "Keep it simple" should be the litmus test for a constructed Glog.  The Glog does have many positive aspect that could be used in the classroom.  When I first viewed a Glog I thought of the Glog as an interactive poster (kind of like the posters/infographics you find in National Geographic).  If you think of it as such, it can overcome Mayer's principles in that each link, image, video, and text item can be a stand alone medium that is simple located on the glog.

  
  
  
  

  • Glogs are very popular in K-12 classrooms.  Why do you think they are so popular with teachers and students?

  
  

  Glogs are easy to create and include a multitude of mediums that students find familiar.  The construction of a glog itself can be cognitively rewarding for a student.  Viewing or interacting with them can also be fun and informative.  Teachers can construct Glogs with ease and use as simple forms of review, virtual tours, ice-breakers or newsletters ("40+ Ways").

  
  

  GLOG I: Dark Ages

  The Dark Ages Glog features three 10 minute segments from the History Channel Dark Ages series as well as the popular "Crash Course" series installment "Dark Ages?"  The instructional activity that this would facilitate would be home/computer lab review.  Students are always asking for sources of review.  Our classes do NOT have text books.  If students missed notes or have lost items or maybe were not in class, such a multimedia source is a valuable tool.  As stated above, it does blur the line on many of Mayer's multimedia principles.  Nonethless, "The Dark Ages" glog can be an epicenter for student review from home.

  
  

  GLOG II: Age of Empires

  Like the "curated" Glog 'Dark Ages', the "Age of Empires" includes a self-made review YouTube film, class photos & images and review in the form of summarized notes.  Students can use this Glog as a virtual tour of the time period.  I could post the Glog on my class website for students and parents to visit/view before the unit assessment.