How can we design instruction that helps learners not just remember information, but comprehend and apply it?
In this discussion-based session, we'll explore Richard Mayer's Cognitive Theory of Multimedia Learning (CTML) and its practical implications for course and media design. Drawing on insights from Mayer's recent interview on Speaking of Higher Ed, we'll examine how learning occurs through verbal and visual channels, why managing cognitive load is essential, and how instructional design can foster meaningful learning and transfer. We will also consider Mayer's newest research extending CTML to include affective, social, and motivational processes—highlighting how emotional design, instructor presence, and learner engagement can contribute to deeper learning.
Pre-work (asynchronous homework)
- Listen to Speaking of Higher Ed — "Dr. Richard Mayer: Insights on Revised Bloom's Taxonomy and Cognitive Theory of Multimedia Learning." (56 mins)—Video link
Before the session, reflect on the following questions (10-15 mins):
- What did you find most surprising or thought-provoking about Mayer's critique or revision of Bloom's Taxonomy?
- How does Mayer's discussion of Bloom's Taxonomy and cognitive learning theories shift the way you think about 'levels' of learning?
- How might Mayer's ideas influence the way you design learning outcomes or assessments in your own teaching?
Open to JHU affiliates: graduate students, post-doctoral fellows, faculty, and staff Date: Tuesday, Dec. 2 Time: noon to 1 p.m. If in person, please arrive 10 minutes early so that you can get settled and help yourself to pizza before we begin the session at noon. Format: 1-hour synchronous workshop (via Zoom or in person with Pizza! Center for Teaching Excellence and Innovation, Greenhouse Conference Room 110, Homewood campus
