Multimodal Learning Environments ( mmle )

1. Multimodal Learning Environments (mmle) By: Vivian Huang EDU 312

2. URL to the Website: • http://bookbuilder.cast.org/model.php • http://bookbuilder.cast.org/view.php?op=model&book=11585&page=8 (English Version) • http://bookbuilder.cast.org/view.php?op=model&book=80326&page=1 (Spanish Version) • Sorry about the yellow links, I cant change it.

3. Common Core Standards Reading Literature • RL.K. 1 : With prompting and support, ask and answer questions about key details in a text. • RL.K. 7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicits.) Reading : Foundational Skills • RF.K 2 : Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

4. Summary MmLe • The UDL reading is a website for students to build up their fluency and to recognize words. This website provides students with different options either to read along or listen to the story. • The different characters at the bottom of the web page asks questions about the characters in the story, to get the students to think deeper into the story. On top of the website is a glossary to guide them though words they might not know.

5. Summary MmLE • The UDL book provides students the opportunity to move at their own pace. The students can always return to the previous page if they want to read it again. • Some of the UDL book have translation to them. • When you click on an underline word, another window would pop up and give a definition, example of the sentence, an image and audio box of the word.

6. Example of MmLE The translator In the red you can click on word to find the definition. The arrows can move the pages forward or backward. Audio box where students can listen to the reader.

7. Example of the vocabulary word.

8. Mayer and Moreno: Interactive Multimodal Learning Environments • Guided activity enables students to interact with a pedagogical agent who guides their cognitive processing during learning. According to the guided activity principle, students learn better when they interact with a pedagogical agent who guides their cognitive processing rather than than when they receive direct instructions with any guidance concerning how to process the presented information or when they engage in pure discovery (Mayer, 2004., p315) • The UDL book website has pedagogical characters at the bottom of the site to guide students throughout the story. They would provide information and questions to get the students thinking about the story. In the beginning of a sentence it is usually green and the end of the sentence it is red, this allows the students know where the sentence start and end.

9. Continue… • Pacing is an example of controlling type of interactivity. A simple way to allow students to control the pace of presentation of complex dynamic multimodal materials in computer-based learning is to include a Continue button on the computer screen. (p. 319) Finding the Jaguars is an example where students can read at their own pace. They can go back and forward just by clicking the arrow on the bottom or top of the page. The student can choose to read it by themselves or have someone read it to them. There are particular words that are underlined when students click on it, there will be examples of the word. UDL book also provides different translations of the story for English Language Leaners ( ELL) students.