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Theoretical Framework Examples
Example 1
Enhancing meaningful learning by integrating technology into instructional design is central to this project. The most influential theory associated with this process is the cognitive theory of multimedia learning proposed by Mayer (1997). It is based on the theory that humans have two ways or “channels” of processing information; auditory and visual, otherwise known as the dual-channel assumption. By leveraging both of these means, and by building connections between multiple representations of the same information, meaningful learning is more likely to occur (Mayer, 1997; Moreno & Mayer, 2003).
Another important contribution to theory about learning with technology is the modality principle, closely related to the cognitive theory of multimedia learning. It postulates that using multiple modalities when presenting information leads to more learning transfer. Importantly, it also focuses on cognitive load, or the amount of information that can be processed and held in the working memory before loss of information occurs. Cognitive overload is often an impediment to retaining information and according to
Moreno & Mayer (2003) can be managed by using specific instructional design principles. These theories and principles are the theoretical basis for bringing video, audio and other multimedia presentations and technology into the classroom.
Example 2
This project is based on 2 theoretical areas: Freirean theory of dialogue and society, and the major economics models of assignment such as the Boston Mechanism and Deferred Acceptance.
The first area is Paolo Freire’s theory of dialogue (Freire, 1970). Freire states that dialogue, particularly between leaders and community, is essential to liberation and education of the masses by challenging historically held methods via the use of critical thought. Critical thought raises consciousness and questions the assumption that people should fall into established
Example 1
Enhancing meaningful learning by integrating technology into instructional design is central to this project. The most influential theory associated with this process is the cognitive theory of multimedia learning proposed by Mayer (1997). It is based on the theory that humans have two ways or “channels” of processing information; auditory and visual, otherwise known as the dual-channel assumption. By leveraging both of these means, and by building connections between multiple representations of the same information, meaningful learning is more likely to occur (Mayer, 1997; Moreno & Mayer, 2003).
Another important contribution to theory about learning with technology is the modality principle, closely related to the cognitive theory of multimedia learning. It postulates that using multiple modalities when presenting information leads to more learning transfer. Importantly, it also focuses on cognitive load, or the amount of information that can be processed and held in the working memory before loss of information occurs. Cognitive overload is often an impediment to retaining information and according to
Moreno & Mayer (2003) can be managed by using specific instructional design principles. These theories and principles are the theoretical basis for bringing video, audio and other multimedia presentations and technology into the classroom.
Example 2
This project is based on 2 theoretical areas: Freirean theory of dialogue and society, and the major economics models of assignment such as the Boston Mechanism and Deferred Acceptance.
The first area is Paolo Freire’s theory of dialogue (Freire, 1970). Freire states that dialogue, particularly between leaders and community, is essential to liberation and education of the masses by challenging historically held methods via the use of critical thought. Critical thought raises consciousness and questions the assumption that people should fall into established