 So the past three weeks you have gone through different activities, different learning dialogues that you have been able to learn different concepts and of course in the past and the previous learning dialogues you have learnt about the different multimedia principles that we use when you are creating a learning content or engaging content for students. Now this is a friction spot. Let down at least two features of which of learning dialogues that you have seen and then once you are down, resume the video and proceed with the next session. So many of you might have come up with different features of the learning dialogues they have seen. So some of you might have said that the learning dialogues were consisting of only one concept that was discussed at length and some of you might have said that the learning dialogues were shorter probably some had six minutes or some eight minutes or ten minutes and some of you might have said that the learning dialogues had a lot of in video activities such as questions or post points where you need to think and reflect and some might have said that these learning dialogues had a lot of explanations that were very easy to follow so the lesson became much more easier. Now this brings to a discussion about another principle that is called segmenting principle which is of importance as well when you are creating a learning content. Now imagine you have a lesson like what you see here a long lesson, maybe a one hour lesson or maybe a 60 minute lesson. Now you present this lesson to your students or for one hour in a class or for one hour in a learning format. What do you think will happen to your students? Just take a moment and think of the cases when you present a long lesson to your students and think of the actions that your students do when they are following up your lesson. So it could be that when your students are following up your long lesson there could be some of them are becoming sleepy or some of them could probably be overloaded with some of the concepts that they are following up because you are presenting it in a long probably in a format that is not easy to understand for them and some of them could not be following because probably the concepts that are in the lesson themselves are not work explained because you have complicit each and everything in one unit. So what we do in segmenting principle is that you need to break a long lesson or a continuous lesson into smaller segments that are much more easier for your students to learn. So break your long unit or long lesson into smaller chunks in such a way that your students can be able to follow. So look into a diagram here. We have a lesson that is long in nature so you can see how it is. Then we are breaking it into smaller pieces like concept number one, then concept number two, concept number three and concept number four which implies therefore that the student to be able to follow your lesson much more easily because you are explaining each and everything on that particular unit or that particular small piece. That is what you call a segmenting principle. A segmenting principle states that you need to break your continuous lesson or unit into smaller chunks that becomes easier for your students to be able to learn. And of course breaking or chunking into smaller pieces depends on many factors that could be looking into where do you think the lesson could be much more easier to understand probably things like which lesson would start first before the other lesson or which unit would come first or which concept would come first before the next lesson. But all in all what you need to understand is that whenever you have a long lesson or you are developing your lesson remember to break it into smaller pieces and between each pieces remember to include control buttons such as continue button that will allow your student to be able to navigate from one point to the other or from one unit that she or he has finished leading into the next unit. Breaking the lesson into smaller pieces or smaller chunks has advantages as well. First of all it allows the learner to be able to follow the process or to follow the units much more easily so they can be able to learn at their own speed and be able to ingest the information that is coming from the unit much more easily because it's much more simply made and easy to understand. But again it becomes a method for them to be able to understand the units because it offers each unit has a different lesson or a different topic that is covered in that particular unit. So breaking it into smaller pieces allows your student to be able to learn at his own pace but understanding the content or the concept much more easier compared to when the unit was presented in a long form or long lesson. So now let us look into this example. This is an example from physics which explains about the formation of lightning, so lightning formation. So if you see this picture image here you could be able to see that you have houses, you have clouds, you have charges, positive and negative charges being formed in there and then you are giving your students to be able to make sense of the image that is presented. So in this image what you see here is actually, the teacher is actually trying to explain about the formation of lightning where he starts probably he shows how positive charges are being formed in the clouds and then the negative charges coming up down the cloud, positive charges going up and then how a stepped ladder moves from the ground or the way to up and how a negative charge moves from the cloud coming down to the lower part and again at the same time showing how the lightning is actually being formed but all this information is actually presented in only one image as you can see and this becomes a problem because students cannot be able to understand all the concepts that are happening in this particular image that you can see. So the best way to be able to solve such a problem and allow your students to be able to learn better is that you need to break this particular unit this particular topic into smaller smaller chunks or smaller smaller blocks that will allow your students to be able to learn better and this is how it can be done. So now look into the next image here which shows the different stages at which lightning can occur then this image here shows the different block diagrams, the different paths of how the previous image has been broken into smaller smaller pieces that allows the learner to be able to chew the information to understand the information much more easier and then to be able to explain the process with ease. So from this diagram you can be able to see that the diagram is divided into smaller smaller units so this first unit could be explaining about the formation of charges the second unit could be explaining about how positive and negative charges are actually being moving to the top and to the bottom of the cloud and the third unit could be explaining about how the formation of the negative charges on the ground makes sense and the fourth part could be explaining about how the ladder is being formed from the ground up to the cloud to make sense to connect. On the next graphics that you see here it is actually a continuation of the same process explaining about the formation of lightning. So once you know that the stepped ladder is moving up then there is another ladder that comes from the cloud all the way down so the meeting point where the stepped ladder from the ground or from pointed objects such as houses and buildings meet is the point where lightning occurs and of course as students or as learners or as people we see only the lightning light that's happening when that lighting occurs. There are of course advantages to using segmenting your lessons. First of all the learner receives short clips of information or maybe probably 10 minutes or 5 minutes or 2 minutes depending on the lesson itself which helps the learner to be able to learn at a pace that he can be able to learn because it allows him or her to be able to connect the concepts from each smaller unit to the next unit with ease and remember when you are creating such content you have to include always a continue button that allows the learner to be able to navigate from the first unit that has been chunked to the next unit. Then again segmenting principal allows the learner to engage essential processing without overloading the learner's cognitive systems. So your cognitive system will work better because each piece is presented with its information and the next piece is also presented with its information but at the same time there are also control buttons that allows you to be able to move from this particular first piece of information to the next piece of information and this actually enhances your process of learning in the process. Now remember that when you are creating these contents you are segmenting a unit or you are lesson into pieces what you have to remember is that this could be a continue button that allows the student to be able to move from the first piece of information to the next piece of information but again while she continues or she continues to the next piece of information remember to put the buttons like back button or next button that allows the student to be able to move or to progress to the next unit or to the previous unit trying to connect the points in between the units but again trying to connect the knowledge or the concepts that have been taught to the next unit. So in cases when you are using video lectures or videos in your content so you are developing a learning content that is video based so in this cases also you also need to chunk your videos do not provide a long video like 20 minute video or 50 minute video or 1 hour video the longer the video the longer the unit becomes it becomes an overload to a working memory and therefore students don't lead more videos that are longer and this has been proven by research longer videos actually prevent learners from following up what is being taught and therefore whenever you are creating such lessons in terms of video remember to provide also control buttons make them shorter but again control buttons such as previous page to next page that allows the learner to be able to navigate or move to the next piece of video that allows the process of learning go as it is required so make a ways from this principle segmenting principle always try to avoid complexity by breaking your lessons into smaller pieces that are manageable by your students and that can be able to allow your students to be able to learn better but again whenever you are breaking your pieces make sure that you are able to connect the points so reduce the complexity by making sure that the pieces are connected to each other the first concept should be able to connect the next concept but in between the concepts make sure that you are putting a continue button lastly give your learners the ability to be able to review a topic the ideas they have covered so that they can be able to see or make sense of the materials that has been presented in terms of bit sized chunks or smaller smaller pieces let us now discuss another important principle in multimedia learning I will start by giving an example so suppose you are creating an learning course or content for your students this is an learning course of which you need to give introduction to your students and you start with the following introduction take some moment to think what could be the impact of this lesson so based on the previous text that you have seen you could be able to see that a lot of information has been directed to the student it looks like it is more of putting activities to your students than putting of a conversation now the first rule of personalization states that use always conversation style of lighting than the formal style of lighting if you want to replace this text that you have seen here you could be able to remove or to soften your content in such a way that you include first and second pronouns such as I, we, me, you, you are so that it becomes much more of a conversation between you as the teacher and the student himself if you want to change the previous fashion to the personalized fashion this could start something like this so if you look into this passage that is happening here you could be able to see that there is some sort of human human conversation that is happening between the learner and the content now look into the following image here this is an image that comes whenever you are navigating into one of the alien causes that has been prepared by one of the teachers now the page itself looks like you have a human like image left part and then you have text on the line that introduces you to the content itself so it says like hi I am Mary and welcome to discuss today I will teach you about so and so and therefore you will be able to learn and so and so and so which implies then for that this particular type of learning gives you a feel like you are talking to a normal human being and this motivates you to keep learning therefore or is called a use on screen agents or pedagogical agents to be able to help the learners be able to connect with the content much more easier you may be thinking about what are these pedagogical agents or what are these on screen causes these are actual agents that can be presented like cartoon or that can be presented like virtual reality avatars they are human like or machine like or printed text in the form of printed text allows conversation between the learner and the content towards the content when they are actually learning so these agents can be presented representation of little people or it could be the face of a little person that is actually happening or being shown on the content or it could be something like an artificial character that has been embedded into the cause or it could be some computer generated voice that allows the learner to be able to move forward in a process that is more of human conversation than a process that is actually a formal way of presenting information and this use of pedagogical agents has advantages as well first of all it promotes and increases the learner motivation because the learner becomes fees like I belong to this particular lesson and I'm talking to a person and then again using these pedagogical agents there is human voice that is coming up or there is human text that is coming up that is actually informal that brings some sort of informal conversation and this again enhances the learning process of the students so in the case that we are using these on screen agents or pedagogical agents remember to use indirect speeches and private speeches than when we use direct statements instead of using the word place the next key you would probably say let us now place the next key so there is a sense of indirect speech that is happening a polite way of connecting to your students or for example again another example could be you want to tell your students now it's time now to find a denominator you tell your students like find a denominator instead of using this statement this direct statement we could soften it by saying probably it's a time for you now to find a denominator of a number or suppose you want to give you say like please click the pause button instead of using this statement we could easily say if you are done you might want to click the pause button to be able to think on the content so such statements polite statements and indirect statements are the ones that I encourage to use when we are creating these contents and therefore rule number three of personalization principle says that always use indirect speech and polite speech than when we can use the direct speech so as takeaway is now from this particular principle the principle of personalization we could be able to say that so always when you are creating contents always keep things simple by presenting the basic information in your content so make everything as possible as conversational as possible allow the learner to be able to have a human to computer touch that can make him or her feel like and then always make the author or the teacher visible so whenever you are making this on screen agents available or pedagogy agents available this enhances the sense of learning and therefore the learner himself becomes motivated to be able to learn next because he can be able to hear or follow up the lesson much more easier and finally the instruction should not present information alone but always it should be able to climb the learner to be able to think of the previous knowledge she or she has so that she can be able to connect to the what is happening in the next sessions and this makes sense of learning and improves learning as well Thank you