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Final Evaluation: Book Creator

26 June 2020 / / 0 Comments

 

In order to thoroughly evaluate the Book Creator app, each of our group members has summarized one relevant academic article below. We have also intertwined several multimedia principles into our research to further prove the viability of Book Creator as an effective classroom tool.

In Chapter 15, Exploring the Suitability of the Book Creator for iPad App for Early Childhood Education of the book Mobile Learning Design: Theories and Application, Monika Tavernier (2016) conducts a 12-week quantitative study to determine how beneficial Book Creator is as a tool for early childhood education. Over the course of the study, the app’s many multimedia functions become more accessible for students to use independently as they rely less on the guidance of an adult. It was established that in order to use this app effectively with young learners, a thoughtfully scaffolded unit plan must be constructed to ensure students are familiarized with the functions of the app to create meaningful work. This is supported by the guided discovery principle, as student learning is guided carefully towards self-agency and exploration. As students become more acquainted with Book Creator, the teacher can take a step back and leave them to express themselves and their understanding as they see fit. Book Creator provides a platform for the “user to draw, type, take photos, create videos, create voice recordings, or a combination of all of these, and add these creations to their digital artefacts” (p. 251). The voice recording aspect is especially effective for younger students who cannot yet write. Giving them the opportunity to explain their drawings and clarify meaning; instead of leaving it up to the teacher to infer. Book Creator empowers young students to be independent and convey their learning in whichever way best suits their needs.

In the article, “Book Creator: An App For Turning Language Learners into Authors” Deryn Mansell (2020) discusses the merits and limitations of the app. She commends its creators for updating the app to include text-to-speech software, which increases accessibility for emerging readers or students who may have a visual impairment. Mansell also praises Book Creator for including a collaborative feature that allows students to work together on their projects. Given that Book Creator is simply a platform on which students can create, it is up to the educator to ensure that the activity or project students are assigned is pedagogically sound. One way for educators to do this is to be aware of the collaboration principle, which is discussed in Chapter 24 of the Cambridge Handbook of Multimedia Learning. In that chapter, the authors assert that in order for collaborative learning to be productive, the task must be challenging enough to justify working with others. In addition, the positive outcome from working with a group must outweigh the challenges of doing so. As long as the educator thoughtfully plans a project, meaningful collaboration can take place. Keeping the collaboration principle in mind, Book Creator is a fantastic tool. Students are empowered when they use the app because, with its help, “[they] become authors.”(Mansell, 2020, p.36). 

In the article, “Research That Resonates: Student Research Projects Using iMovie and Book Creator” Andrea Gillier and Laura Schmaltz (2016) focus on what educators can do to create a learner-centred environment. A statement that stands out is that “technology [should be used] to support the creation and sharing of knowledge rather than to support teaching” (p. 3). This quote perfectly describes Book Creator because students can create their own books to demonstrate learning. When students are given the opportunity to pick a topic that interests them, they will be more likely to feel a sense of pride and ownership toward their work. A project is described in the article where students use Book Creator to create and narrate a book. The learning objective was for students to verbally and visually communicate their understanding of an English Language Arts concept. This project demonstrates the modality principle. Instead of solely using printed text, the modality principle states that learning is enhanced by using graphics and narration. Overall, Gillier and Schmaltz emphasize that students should be creating content instead of consuming it. This is achievable through Book Creator.

In the article, “Writing and iPads in the early years: Perspectives from within the classroom” Jill Dunn and Tony Sweeney (2018) conduct an international study investigating the use of iPads to teach compositional writing. More specifically, how this writing differs from using pen and paper. Book Creator and similar apps are praised throughout the article for helping students develop and communicate their thoughts through multimodal texts. Most of the teachers could agree that writing activities using the iPad were perceived by students as more of a game than work. The ability to add images, drawings and voice recordings presents ample opportunity for choice and creativity. In other words, apps like Book Creator are taking advantage of the Multimedia and Voice principles to enhance learning. Students also celebrated iPad features like autocorrect for underlining misspelled words in red, thus pointing out where they must go back and edit. Here the signalling feature supports learning. Dunn & Sweeney acknowledge the value of a pencil, but argue that it can also be “a potential obstacle for some children’s literacy development in the increasingly digitised world” (p. 866). Embracing alternative forms of communication in the classroom, such as Book Creator, helps solve this problem. 

Our academic research combined with our understanding of the multimedia learning principles makes it clear that Book Creator is a wonderful addition to any classroom. The app empowers students and gives them agency over their own learning. Simply put, Book Creator positions students as creators of knowledge, rather than consumers of knowledge. 

 

Click here to see an example of a book that one of our group members, Shaylin, created using Book Creator:

 

Here is a short tutorial that teaches you how to use Book Creator:

 

References: 

Churchill, D., Lu, J., Chiu, T. K. F., & Fox, B. (2015;2016;). Mobile learning design: Theories and application. Singapore: Springer. doi:10.1007/978-981-10-0027-0 

Dunn, J., & Sweeney, T. (2018). Writing and iPads in the early years: Perspectives from within the classroom. British Journal of Educational Technology, 49(5), 859-869. Retrieved from https://doi-org.ezproxy.library.uvic.ca/10.1111/bjet.12621

Gillier, A., & Schmaltz, L. (2016). Research that resonates: Student research projects using iMovie and book creator. Alberta Voices, 13(1), 3-4. Retrieved from http://search.proquest.com.ezproxy.library.uvic.ca/docview/1932272058?accountid=14846  

Mansell, D. (2020). Book Creator: an app for turning language learners into authors. Fine Print (0159-3978), 43(1), 35–36. Retrieved from: http://web.b.ebscohost.com.ezproxy.library.uvic.ca/ehost/detail/detail?vid=0&sid=e71dec8b-6213-4011-b810-39609e4dd0c9%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=142588817&db=aph 

Scheiter, K. (2014). The Learner Control Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 487-512). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.025)

Chapter Remix

23 June 2020 / / 0 Comments

Chapter 24 – Prior Knowledge Principle

Summary:

In Chapter 24 of “The Cambridge Handbook of Multimedia Learning” textbook, Slava Kalyuga (2005) discusses the expertise reversal principle. He explains how multimedia learning principles which can be effective for learners who are inexperienced in a specific subject area, can be ineffective for other learners who are already proficient in that same area. Kalyuga describes several examples in which the multimedia principle, modality principle and signaling principle (among others) had positive effects for novice learners, but negative consequences for expert learners. Therefore, this proves his thesis that adaptive multimedia systems can help teachers differentiate their instruction for learners based on their level of prior knowledge.    

Expert learners may be at a disadvantage when they are taught with the same learning principles as novice learners due to cognitive overload. Cognitive overload occurs when a learner’s brain is busy sorting through unnecessary information, rather than digesting new knowledge. Kalyuga compares the expertise reversal principle to the redundancy principle (Chapter 10) because advanced learners must still exert valuable brainpower to process information even if it is redundant for them. Kalyuga suggests that expert learners be given less guidance and structure to decrease their cognitive load and thus improve their overall performance. Essentially, expert and novice learners should receive instructional procedures in “reverse.” This means the level of instruction should decrease as students gain knowledge, so as to reduce cognitive load. A strategy otherwise known as the “expertise reversal effect.”   

Evidence confirming the impact that the expertise reversal principle has on learning indicates that teachers require more support to develop informed instructional frameworks. Kalyuga explains that, ideally, educators should design lessons that suit the needs of each individual student. Unfortunately, this is difficult to achieve, which is why lessons typically have a fixed design with a focus on novice learners. Whereas more experienced learners are deprived because their needs are being overlooked. Kalyuga calls for more research into identifying specific instructional practices to optimize learning for learners of all levels. Moreover, he argues that the instructional methods must be dynamic, meaning that they adapt as the learner’s level of expertise progresses. One way to begin strategizing is to record and assess each learner’s progress accurately and regularly. Kalyuga concludes that asserting dynamic and adaptive multimedia systems that factor in prior knowledge is most effective for enhancing learning.  

 

Synthesis : 

In this section, we will link the expertise reversal principle to other research and connect this information to educational practice to further develop our ideas. Chapter 24 pointed out that while novice learners required more support to learn effectively, lower levels of support were more constructive for expert learners. Instructional scaffolding denotes the amount of support given to a student during instruction. The Gradual Release of Responsibility (GRR) model aims to “mov[e] classroom instruction from teacher-centered, whole group delivery to student-centered collaboration and independent practice” (Levy, 2007).

 

 

Educators can let the GRR model inform lesson plan design by incorporating demonstration, prompt and practice into instruction. In other words, transitioning from and moving in between the phases of: I do it (direct instruction), we do it (guided instruction), you do it independently (independent practice) and you do it together (collaborative learning). The model reiterates how important it is to take into account students’ prior knowledge when scaffolding a lesson plan. Learners need increased assistance and guidance when they are introduced to new material, but as they become more knowledgeable they require less support. As previously mentioned, excess support can detriment learning and lead to cognitive overload.

Since schooling may continue online come fall due to COVID-19, addressing the GRR model during lesson plan design will become increasingly important. If possible, teachers should provide multiple means of instruction for any given subject so students can engage with the content according to their level of expertise. Consider organizing a lesson about underwater animals: a student who lives in the desert might enjoy an introductory PowerPoint informed by the multimedia principle which highlights keywords and pictures. Whereas a student who lives on the beach might prefer a simpler form of instruction informed by the expertise reversal principle, such as a text-only article.

Kalyuga explains that “an instructional format without redundant guidance would allow more experienced learners to use their available schema-based knowledge structures held in long-term memory in the most efficient way” (2005). Of course, tailoring instruction to suit the changing levels of learner expertise requires significant time and effort on behalf of the teacher. However, such planning is necessary to provide choice for all students, and more specifically to this topic, prevent cognitive overload for expert students. Yet another argument in support of differentiated instruction.

Carol Tomlinson and Tonya Moon (2013) point out the principle of “teaching up” in their book Assessment and Student Success in a Differentiated Classroom. They encourage educators to “beg[in] planning student work by developing tasks that would invigorate students who are advanced in a topic or content area and then differentiate by providing scaffolding that enables the range of less advanced learners to work successfully with the advanced-level task” (p. 8). Sometimes as teachers, our desire to see every student succeed means we spend most of our time tailoring instruction to novice learners rather than seeing the potential of expert learners. Differentiation ensures each learner’s readiness is routinely assessed so everyone is challenged to the best of their abilities during instruction. 

Here is a graphic to help further your understanding of the expertise reversal principle. If you compare this to the GRR model graphic above it is evident how closely related the two are. 

 

 

References: 

Didau, D. (2020, February 17). When do novices become experts? David Didau. https://learningspy.co.uk/psychology/novices-become-experts/

Gradual Release of Responsibility (GRR) Instructional Framework. (2018, October 8). Wisconsin Department of Public Instruction. https://dpi.wi.gov/ela/instruction/framework

Kalyuga, S. (2005). Prior Knowledge Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 325-338). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511816819.022

Kayla. (2017, November 27). Expertise Reversal Effect. [Video]. YouTube. https://www.youtube.com/watch?v=FzGY9dp7Neo  

Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You, do. Retrieved from https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/257/Certified%20Hiring/GradualReleaseResponsibilityJan08.pdf

Loper, C. (2016). Cognitive Load. Retrieved from: https://www.nwtutoring.com/2016/07/07/cognitive-load/ 

Moon, Tonya R. & Tomlinson, Carol A. (2013). Assessment and Student Success in A Differentiated Classroom. Association for Supervision & Curriculum Development.

Why We Chose to Evaluate “Book Creator”

20 June 2020 / / 0 Comments

As a group, we have chosen to evaluate the multimedia application called “Book Creator”. We agreed out of our group’s individually chosen apps, Book Creator was the most versatile in the classroom as it can be utilized in any subject area. This app is a favourite of many educators. Notably, Lisa Read, the District Technology Coordinator for SD 79, speaks highly of this app because of the opportunity it gives students to create, rather than consume. We also appreciate how it contributes to student-centred learning by allowing students to learn through their own creations. They can bring their ideas to life by combining text, images, audio, and video to create interactive stories. With Book Creator, the possibilities for creations are endless. Students can demonstrate their learning in each subject area using various formats such as journals, reports, instructional manuals, poetry books, etc. Students and teachers alike can benefit from using Book Creator to create content. 

Book Creator also promotes several multimedia learning principles. Through the app, users can intertwine words and pictures together. This promotes learning through the Multimedia, Split-Attention, Spatial and Temporal Contiguity Principles. The app also has a recording feature, which users can use to narrate their creation. This adheres nicely to the modality principle. Book Creator can also be used collaboratively, which follows the Collaboration Principle. Like any piece of educational technology, the user can make decisions that follow multimedia principles. A skillful user could use Book Creator to follow the Segmenting, Personalization, Voice, Image, Guided Discovery, Worked Examples, Self-Explanation, and Feedback Principles. According to the SAMR framework, Book Creator allows for the transformation of learning. This technology allows for the creation of new projects and tasks that would otherwise be impossible.

References:

H. L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

McCue, R. (2020b, June 10). Lisa Read SD 79: Evaluating Educational Technologies [Mp3]. https://soundcloud.com/rich-mccue/interview-with-lisa-read-district-instructional-technology-coordinator-sd-79

Topic 4 – The Design Process and How do we evaluate multimedia?

17 June 2020 / / 1 Comment

Edpuzzle

What is Edpuzzle?

Edpuzzle is a multimedia application that allows teachers to share interactive videos with their students. They have the option of choosing videos from popular sites such as YouTube, National Geographic, Khan Academy, Ted Talks, etc. or they can create their own videos to share with their students. With Edpuzzle, teachers can make the video pause at various points so students can answer comprehension questions. Teachers can create their own questions or use ones that were pre-made.  Once students have been assigned a video, teachers can also track which students have watched it, what their answers were, and what their total score was.

Multimedia Learning Principles

The following multimedia learning principles are utilized in Edpuzzle:

  • Multimedia principle- Edpuzzle uses videos that combine words and pictures to improve learning.
  • Modality principle- Instructors can share videos with students that use narration.
  • Signalling principle- Edpuzzle pauses videos to give students a clear signal that key information is being presented.
  • Segmented principle- This is the most prominent learning principle used by Edpuzzle because it is the main feature of the app. Students are able to watch the videos at a pace that best suits them, and the videos are broken up into segments so that students can learn the concepts in reasonable chunks. Many teachers will have students watch an entire video and then ask them comprehension questions at the end. However, I believe this method is less effective because the information will likely get jumbled in the students’ minds when shown all at once, compared to the organized segments used in Edpuzzle.

Functionality

I would definitely describe Edpuzzle as being user-friendly because it gives clear instructions on how to navigate the app, and it has a help centre that breaks down each function of the app. It uses various forms of communication through interactive videos (i.e. audio, visual, textual), making it inclusive for different types of learners.

Privacy, Data protection, and Rights

As quoted on the Edpuzzle website:

“Edpuzzle is fully FERPA and COPPA compliant and has earned the recognition from iKeepSafe, an experienced privacy protection organization. Consistent with the requirements of FERPA and COPPA, Edpuzzle is also a signatory of the Student Privacy Pledge, intended to safeguard students’ privacy.”

Mobile Design

Edpuzzle has a mobile design for smaller screens that is very clean and organized. It has been formatted to look appealing on both the mobile browser and on the mobile app (both of which are free to use).

Personal Experience

In my personal experience with using Edpuzzle, I have found it to be a great tool for assessing my students’ comprehension of a video. I find that it encourages active listening because the students know they will be asked questions throughout the video. I also like how Edpuzzle breaks up the videos into smaller segments because this helps students maintain focus for longer. From an instructor’s perspective, Edpuzzle is very beneficial because it allows teachers to track which students have watched the videos and how many times they have watched each section. Edpuzzle also encourages self-paced learning. I believe this is far more effective than whole-class instruction because we all learn at different speeds. Expecting students to learn concepts at the same pace is unrealistic because they all have unique zones of proximal development. This technique will cause many students to either fall behind or be held back from reaching their full potential. When we allow students to learn at their own pace, they are more invested in the learning process. I highly recommend Edpuzzle to teachers who want to use an exceptional multimedia app that will transform their students’ learning experience at home and in the classroom.

References

Anstey, L., & Watson, G. (2018, September 18). A Rubric for Evaluating E-Learning Tools in Higher Education. Educause Review. https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

Edpuzzle. (2020). Retrieved from https://edpuzzle.com/home

Edpuzzle. [Edpuzzle]. (2020, March 13). What is Edpuzzle? [Video]. Youtube. https://www.youtube.com/watch?v=-L62wAxCzEM 

Topic 3 – Multimedia Design for Learning

13 June 2020 / / 0 Comments

I enjoyed this week’s topic of exploring more practical guidelines for designing effective multimedia learning material. When watching the video, I noticed Dr. Ray Pastore did not follow the following principles of multimedia learning:

Modality principle: People learn better from graphics and narration than from graphics and printed text.

Embodiment Principle: People do not necessarily learn better when the speaker’s image is on the screen.

Redundancy principle: People learn better when the same information is not presented in more than one format.

I believe an expert may not be able to follow all the principles when creating a multimedia learning object because, as Dr. Pastore mentions in his video, every learning situation is unique, so there are always exceptions.

I could definitely see myself using H5P in my practice. I love how it makes it simple to create interactive content that will make learning more engaging for students. I would likely use the H5P tool when sharing videos with my students to test their comprehension. In the past, I have used Edpuzzle, which is a website that allows students to watch educational videos. The videos pause throughout, and the students have to answer comprehension questions, similar to the features offered by the H5P tool.

The H5P tool could also be used to create presentations with multiple choice questions or fill in the blanks. These features will help students maintain their focus because they will be looking for the answers throughout the presentation, thus encouraging active listening. Further, teachers can create learning games using the H5P tool. Games reinforce the content being taught, as well as create a positive classroom atmosphere. Click here to play an interactive game on the H5P website that tells you what berry you are.

I found it helpful when Dr. Ray Pastore compared the act of overloading students’ working memory to an overflowing glass of water. I was able to relate to this because I have had experiences in school where I felt my working memory was being overloaded. For example, when teachers would spend an entire class lecturing and then move onto a new topic right away, my memory would feel overloaded. This is why I believe it is important to consistently reinforce the concepts that I am teaching to my students so that the learning will be stored in their long-term memory. When the students are involved in the learning process and they are exposed to concepts more than once, they will develop a deeper understanding of the material.

Reference

Pastore, Ray. [Ray Pastore, Ph.D.]. (2018, August 16). What is Multimedia Learning? What is Multimedia? [Video]. Youtube. https://www.youtube.com/watch?time_continue=368&v=g-sknUVq1mk&feature=emb_title

Feedback for Emily

10 June 2020 / / 0 Comments

Hi Emily,

I enjoyed reading your blog post about the importance of interactive and multimedia learning. I totally agree with your statement that limiting student interactions will prohibit meaningful connections with the learning. I see the value in integrating technology, but I also believe the learner-centred approach is definitely more effective than the technology-centred approach.

The video you shared about multimedia learning was very interesting and informative. It gave a clear explanation of the differences between sensory, working, and long-term memory. This was helpful to me because I was having trouble differentiating between the three types of memory prior to watching the video. The video’s suggestions on how to format a digital presentation slide were also very useful. It is common for people to use an excessive amount of words, pictures, colours, etc. to try and get a point across, but this can actually hinder the students’ understanding of the material.

The activity your teacher used seems like a great way to incorporate multimedia learning. By involving her students (i.e. having you grow your own plants), she created a far more memorable learning experience. I love activities that allow students to apply their learning in a real-life context because they contribute to the development of important skills. Had your teacher only used a worksheet for this activity, you likely would not remember it today. This is why making a lesson interactive adds depth and a lasting impact on students.

References:

https://emilybelchos.wordpress.com/category/edci337-blog/

Feedback for Shaylin

9 June 2020 / / 0 Comments

Hi Shaylin,

I enjoyed reading your thoughts on the importance of interactive and multimedia learning. I’m looking forward to working with you throughout this course! I noticed we both made positive connections with the reading The Hidden Importance of Teaching with Stories by AJ Juliani. I would have loved to participate in the class-wide Buzz session- it sounds like a wonderful activity to engage students without the need for technology! I noticed at the end of your post you had written that you would like to familiarize yourself with other ways students can learn better with the aid of technology. My recommendations are the websites Flipgrid, Explain Everything, and EDpuzzle. These three websites were used by my mentor teacher during my final practicum, and I noticed they were all great tools for allowing students to demonstrate their learning in unique ways that go beyond simple pencil and paper assignments. I’m also curious about what specific strategies you like to use that avoid technology-centred approaches, and instead focus on the learner? I agree with the fact that learner-centred approaches are far more valuable for students.

References:

https://shaylinwarren.wordpress.com/category/edci337-blog/

Feedback for Julia

9 June 2020 / / 0 Comments

Hi Julia,

I enjoyed reading your thoughts on the importance of interactive and multimedia learning. I’m looking forward to working with you throughout this course! Thank you for sharing your experience with overusing gifs, and how to use them more effectively. I, too, have a tendency to overuse gifs, images, animations, bright colours, etc. when creating digital presentations in an attempt to make them more engaging. However, it’s very true that an overabundance can be overwhelming and distracting for many students, thus taking away from their learning experience. (By the way- you totally nailed it with the “How I Met Your Mother” gif you included 😉)

Also, the video gave a very clear and straightforward explanation about UDL. I found it interesting how they compared a universally designed building to the universal design for learning. I never thought about it this way, but it is true that if you design a building for those in the margins (i.e. a ramp instead of stairs), then it will be accessible for everyone. Similarly, lessons that are designed to accommodate students with special needs, ensures that all students will have opportunities for success.

References:

https://juliafalzon.home.blog/category/multimedia/edci-337-blog/ 

 

Topic 1 – What is Multimedia and Interactive Learning, and Why is it Important?

6 June 2020 / / 1 Comment

1 thing I hope to get out of this class:

Throughout this class, I am hoping to learn a number of practical strategies for multimedia and interactive learning that I can use in my future classroom.

An interactive/multimedia learning experience I have had that positively impacted me

When I was in grade 10 leadership, my teacher often used videos to aid his teaching, and they were always very powerful. He would first explain a concept to us, such as if you want to start a movement, the first person or group of people will be the most important to build momentum for the movement. He compared this to a matchstick being lit by a flame that eventually creates a fire. While he spoke, he had a video of a small flame turning into a fire on the projector behind him. This visual made his message far more impactful. After this, he showed us another video of a real-life example. A man was at an outdoor concert, and he stood up and started dancing with great enthusiasm. He was the only person dancing, and at first, everyone stared at him like he was crazy. However, after several minutes, one other person stood up and joined him. Soon after, a small group of girls came and joined in, and before long, almost the entire crowd stood up to join the dancing man. Our teacher explained that it was actually the first man who joined the dancing man (the “flame”) who was integral in making the whole crowd join in. It has been 8 years since I took this class, but this lesson (along with many others) remains clear in my memory because of my teacher’s use of interactive and multimedia teaching strategies.

An interactive/multimedia learning experience that did not involve digital technology that had a positive impact on me

The first article called “The Hidden Importance of Teaching with Stories” reminded me of my professor, Cindy Brown, for ED-D 408 Promoting Prosocial Behaviour. She always taught us using stories from her past teaching experiences. Throughout my time in the BEd program, I undoubtedly learned the most from this course. I believe I learned so much from Cindy because she told her stories enthusiastically, and her passion for teaching was very clear. The stories always ended with her learning a valuable lesson, which was relevant to us as new teachers, and her animated personality made the stories memorable. She made me see the value in telling stories as an effective method for teaching. Many of our other courses were lecture-based, and the professors would speak of pedagogical theories, reference textbooks, read off of PowerPoint slides, etc. We typically found these courses to be dry and the content was unmemorable. Cindy managed to teach important content through her stories, which I believe is what made them so impactful for me.

References

Juliani, A. (n.d.). The Hidden Importance of Teaching With Stories. Retrieved from http://ajjuliani.com/hidden-importance-teaching-stories/

The SHARE Team. (2018, April 6). Interactive Teaching Styles Used In The Classroom. Retrieved from https://resilienteducator.com/classroom-resources/5-interactive-teaching-styles-2/

Mayer, R. E. (2014). Introduction to Multimedia Learning. In The Cambridge handbook of multimedia learning (pp. 1-16). New York: Cambridge University Press.

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