From Comenius to multimedia learning

Journal title CADMO
Author/s Gabriella Agrusti, Valeria Damiani
Publishing Year 2020 Issue 2020/2
Language Italian Pages 13 P. 69-81 File size 217 KB
DOI 10.3280/CAD2020-002006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

In Education, there is a growing need to shift the focus of research from short-term and distance-oriented relations to long-term and moderated/medi¬ated interactions. In the field of Media Education, studies have stressed the relevance of text analysis as a semiotic mediator in the teaching and learning process. This paper examines the relation between images and learning and therefore between words/texts and their iconic representation through the Orbis Pictus" by Comenius and later studies by R. Mayer on multimedia learning. The idea of combining words and images was for the first time methodologically conceptualized by the work by Comenius who linked the teaching to real and perceivable experience in order to improve understand¬ing and therefore learning. Mayer’s theory, in developing the principles for reducing the incidence of extraneous processes on memory workload in mul¬timedia learning, offers possible models for structuring knowledge where images and texts are key elements for instruction. Conclusions stress the role of images that, rather than a simple support in the learning process, have rel¬evance as structural features for teaching and learning interactions. .

Keywords: Comenius, Mayer, multimedia learning, image, text, media edu¬cation

  1. Mayer, R. (2009), Multimedia Learning. Cambridge: Cambridge University Press, 2nd ed.
  2. Ausubel, D.P. (1968), Educational Psychology. A Cognitive View. New York: Holt, Rinearth and Winston; trad. it. di D. Costamagna, Educazione e processi cognitivi: guida psicologica per gli insegnanti. Milano: FrancoAngeli, 1978.
  3. Biggio, A. (a cura di) (1993), Comenio. Grande Didattica. Firenze: La Nuova Italia.
  4. Cagnolati, A. (2003), “Alcune riflessioni sull’edizione quadrilingue (1666) dell’Orbis Sensualium Pictus di Comenio”, Quaderni del CIRSIL, 2, www.lingue.unibo.it/cirsil.
  5. Chadwick, C. (2002), “Why Computers are failing in the Education of Our Children”, Educational Technology, Sept-Oct 2002, pp. 35-40.
  6. Crupi, G. (2017), “Dare la parola all’immagine: l’Orbis Sensualium Pictus di Jan Amos Comenius”, Nuovi annali della scuola speciale per archivisti e bibliotecari, XXXI, pp. 117-140.
  7. Faeti, S. (1972), Guardare le figure. Gli illustratori italiani dei libri per l’infanzia. Torino: Einaudi.
  8. Farnè, M. (2002), Iconologia didattica. Le immagini per l’educazione: dall’Orbis Pictus a Sesame Street. Bologna: Zanichelli.
  9. Gentile, M.T. (1965), Immagine e parole nella formazione dell’uomo. Roma: Armando.
  10. Mayer, R., Moreno, R. (2003), “Nine Ways to reduce Cognitive Load in Multimedia Learning”, Educational Psychologist, 38 (1), pp. 43-52.
  11. Nardi, E. (2010), “Testo verbale e testo iconico. Verso una metacomprensione”, Cadmo, XVIII, 2, pp. 7-37.
  12. Rivoltella, P. (2005), Educare per i media. Strumenti e metodi per la formazione del media educator. Milano: ISU.
  13. Vasoli, C. (1977), “Note su Comenio e alcune recenti interpretazioni in Rivista”, Critica di Storia della Filosofia, 32 (3), pp. 304-331.
  14. Vertecchi, B. (a cura di) (2010), Orbis dictus. Un ambiente adattivo multilingue per l’istruzione in rete. Milano: FrancoAngeli.
  15. Visalberghi, A. (1988), Insegnare e apprendere. Un approccio evolutivo. Firenze: La Nuova Italia.

Gabriella Agrusti, Valeria Damiani, Da Comenio alla multimedialità nell’apprendimento in "CADMO" 2/2020, pp 69-81, DOI: 10.3280/CAD2020-002006