The CTLM theory explains how teaching and learning can be enhanced with the use of variety of media and multimedia methods. Moreno (2006) described the cognitive aspects of learning with media and proposed a framework for integrating media and methods in instructional technology based on empirical research evidence. The model proposed by Moreno (2006) is based on her cognitive theory of multimedia learning and follows these learning assumptions:
Figure: CTLM based model of learning.
This figure explains how explicit learning occurs according to CTLM, verbal explanations and nonverbal information created with different instructional media like narration, sound, music, text, animations, graphics enters learners auditory, visual, or tactile sensory memory. Learners then use their attention and perception to select, connect, and organize the information within the limited capacity and duration of their working memory. It is important to note that the limitations of working memory only allows learners to select certain amounts of information for further processing, connect and organize information with each other, and make connections with prior knowledge. The knowledge in the long term memory also guides the process, as learners need to make sense of the new information based on existing information in the long term memory. Once the new information is organized and integrated into long term memory, the leaner can retrieve the information in working memory for future learning. After a certain amount of practice the learner retrieves the information automatically and uses minimal working memory resources to do the job.
- Learning starts when information is processed in separate channels for different sensory modalities;
- Only a few pieces of information can be consciously processed at any one time in working memory;
- Long term memory consists of a vast number of organized schemas;
- Knowledge may be represented in long-term memory in verbal and nonverbal codes;
- After being sufficiently practiced, schemas can operate under automatic processing;
- Conscious effort needs to be spent in selecting, organizing, and integrating the new information with existing knowledge (i.e., active processing).
- Only a few pieces of information can be consciously processed at any one time in working memory;
- Long term memory consists of a vast number of organized schemas;
- Knowledge may be represented in long-term memory in verbal and nonverbal codes;
- After being sufficiently practiced, schemas can operate under automatic processing;
- Conscious effort needs to be spent in selecting, organizing, and integrating the new information with existing knowledge (i.e., active processing).
Figure: CTLM based model of learning.
This figure explains how explicit learning occurs according to CTLM, verbal explanations and nonverbal information created with different instructional media like narration, sound, music, text, animations, graphics enters learners auditory, visual, or tactile sensory memory. Learners then use their attention and perception to select, connect, and organize the information within the limited capacity and duration of their working memory. It is important to note that the limitations of working memory only allows learners to select certain amounts of information for further processing, connect and organize information with each other, and make connections with prior knowledge. The knowledge in the long term memory also guides the process, as learners need to make sense of the new information based on existing information in the long term memory. Once the new information is organized and integrated into long term memory, the leaner can retrieve the information in working memory for future learning. After a certain amount of practice the learner retrieves the information automatically and uses minimal working memory resources to do the job.
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