I changed my teaching because my students were experiencing ‘Death by PowerPoint’. I was inspired by how advertising was becoming so visual, full of amazing images expressing complex messages that engaged me. I developed this MULTIMEDIA method for teaching and found, as the scholarship predicted, that it increased engagement, generated active learning and worked well for dyslexic learners, all at the same time. I published some books and articles, then started a consultancy.
MULTIMEDIA LEARNING METHODS
Multimedia Learning methods are supported by half a century of cognitive psychology. They work regardless of culture, gender or locale because they are universally rooted in and mirror our cognitive neurological architecture. We are at a socio-digital nexus: the converging of the most visual era of human existence with the scientifically-established recognition that we learn better from images and words than words alone.
We made a TEDx video that outlines the nature of MML pedagogy and demonstrates the ease with which it can be integrated into online provision.
We have been working with MML methods for 5 years. In that time we have conducted and published longitudinal randomized control group trials across UK HE. This research leaves no doubt about increases in student engagement, active learning and inclusivity when we balance pedagogic delivery between audio-textual and visual content. There's a section below with publications where you can see for yourself.
Images are natively-compatible with online provision, and HE has the digital platforms in place that can exploit that synergy. We can show you how to convert conventional analogue and digital content into engaging online provision that will engage, activate and include across the disciplinary spectrum.
MULTIMEDIA LEARNING GALLERY
CV & PUBLICATIONS
Dyslexia is the most common reported disability in HE, and more dyslexic learners join us each year. Dyslexia nearly universally involves issues with working memory, which is part of the cognitive architecture overwhelmed by excessive text. Integrating imagery into curricula has been shown in longitudinal research to dramatically increase dyslexic learner engagement by between 80% and 100%, something that will become vital as we migrate content online. We developed a specialised online tool to increase neurodiverse engagement in the research process.
My primary area of research and publication is now Institutional Racism in Higher Education. I come to this with 30 years work on postconflict peacebuilding in SE Asia and Sub-Saharan Africa and an intellectual background in postcolonial literatures.
Liberal societies proclaim democratic values. They were also the primary sources of late 20th century imperialism, a process that occupied the lands of others and dictated life outcomes for hundreds of millions of People of Colour. The impact of those policies prevails today, and so do many social attitudes regarding race. This is normal in Higher Education, which has its own imperial past. and present. Universities provided the colonial anthropologists who studied those colonized people so they could be understood, managed and controlled. Scientists plundered continents for scientific materials and discoveries that would enhance empires. They remained until the 1960s exclusionary spaces and have struggled to engage Colour ever since. The proportion of scholars of Colour remains a minority out of proportion to population dynamics, and the dominant White majority persists in valorizing icons of imperialism and Empire, whilst governments attempt to limit discussions of race and racism in schools that is based on advanced understandings of race and racism developed mostly by People of Colour. It is these contradictions and injustices that focus my research attention. The past is very much in the present