The multimedia object I choose to update is the PowerPoint I create in my first blog post. I made several revisions based on my understanding of learning theories. The below are the original PowerPoint and the updated PowerPoint. Feel free to download them and see the changes I made.
Based on the cognitive principles, extraneous overload may happen when the cognitive processing of the necessary content and extraneous content exceeds the cognitive capacity of the learner (Mayer & Fiorella, 2014). Based on the Redundancy Principle, the extra wording in the presentation require more extraneous processing (Mayer & Fiorella, 2014). Therefore, I eliminate the wording in each PowerPoint slide in the updated version and only keep the important points. Slides with fewer texts are clear and concise that the viewer can focus on the essential content and not distract by others. See the changes on slide 4 and slide 7 below.
From the screenshot of the slides above, you can see that I also added some bold types and changed them to a brighter color. For statistics, numbers, and knowledge points that need attention, I changed the font color from grey to white and bolded them to show their importance. When the viewer sees the slide, at first sight, he or she can grab the major information and not have to read all the texts and not knowing where to focus on. This change is based on the Signaling (or Cueing) Principle in Multimedia Learning (Mayer & Fiorella, 2014).
The biggest change in the PowerPoint is that I added recorded narration audio in each slide. The viewer can read the slide and listen to the narration at the same time. Dual-coding theory suggests two channels in the brain to take in verbal and visual content and integrate them with knowledge in the long-term memory. After adding the audio narration to the presentation, the learner will gain a better understanding of the teaching knowledge. The audio will automatically play when you in the presentation mode of the PowerPoint and clicked on the slide.
References
Mayer, R., & Fiorella, L. (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 279-315). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.015