A relevância da carga irrelevante: princípios básicos de aprendizagem com multimeios na educação corporativa

Abstract

In a context of fast changing technological digital media, distance learning through internet becomes more and more common. This is especially clear in corporate environment, where digital teaching materials are used for short training sessions. However, a learning material should be carefully presented. To foster an environment good for long term learning, the first step is to understand the human mind in a multimedia learning situation. Studies on multimedia learning are recent, including the ones on high levels of cognitive load. Corporations overall, though, do not apply the multimedia learning principles to their instructional designs. Thus, it is necessary to understand how feasibly and effectively to apply the basic multimedia principles to the instructional design of corporate e-learning. Based on this matter, the research aims mainly to provide instructional designers with the practical means of applying the basic principles of multimedia learning, in order to reduce extraneous cognitive load in designing corporate e-learning material. For this reason, a bibliographic survey was carried out on the basic principles of multimedia learning applied to reducing the extraneous cognitive load. The principles are: coherence, redundancy, signaling, spatial contiguity and temporal contiguity. A qualitative research approach was used to identify the categories of analysis of basic principles of multimedia learning for reducing the extraneous cognitive load in working memory. By means of inferential interpretation, two corporate e-learning programs were analyzed regarding their learning objectives and their use of the basic principles of multimedia learning. The data resulted in the practical guide for instructional design, a product addressed to professionals who produce material for corporate environment to help them to design courses and to reduce the high level of cognitive load caused by excess of information. Keywords: Multimedia learning. High levels of cognitive load. Instructional design. Corporate e-learning.