Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video. In R. E.

Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812). New York:
Cambridge.
This chapter focuses on learning by the use of video, with teachers being the students. The
authors were interested in finding out what and how teachers collaborate with each other during
viewing an educational video. The use of video for professional development is becoming a very
popular way to present ideas to large groups. In this chapter, the authors discuss several
examples of common approaches to learning by video. They also give examples of ways in
which these approaches can be varied to meet the various demands of such learning. It was
found that this area of learning is in a state of constant change. Technology and technology tools
are changing and evolving daily. This must be kept in mind as the use of video-learning takes a
stronger hold.
I enjoyed reading this chapter. I have noticed the increased use of video for professional
development over the past few years, especially in my role as technology
facilitator/troubleshooter. It is easier, and the teachers seems to prefer, when I make an
instructional video explaining how to use a tool, create a work ticket, or walk them step-by-step
through a new tool. They especially like how they can refer back to it several times if needed.
I am interested to see how this chapter lends itself to any research I may do in the future. This
field is rapidly growing and I fully expect it to be the most prevalent way to receive professional
development in the school setting within the next ten years.

Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York:
Cambridge.
The focus of this chapter is learning from multiple documents, or gaining new knowledge from
more than one source. The authors discuss some specific examples of learning through multiple
documents and define what is meant by learning from multiple sources. They also give two
principles for learning in the manner: the sourcing principle and the multiple-document principle.
The sourcing principle states that taking into account the source of the document contributes to
a learners deeper understanding of the document. The multiple-document states that when
studying more complex domains, students will most likely have to read a few document on the
same topic before they can develop a full understanding of the material. As research in this area
is conducted, it seems that the data suggests that learning in this way has its benefits, as well as
challenges, and that more research is needed before definitive answers can be formed.
This article was difficult for me to read and attend to. It was data heavy and forced me to have to
force myself to focus my attention intently on the data. That has always proven difficult for me.
I had to read some sections several times before I felt confident enough to move on with the rest
of the chapter. I do not feel like I truly got a firm grasp of the content.
I am sure the content of this chapter would be extremely beneficial in a research setting. At this
time, I cannot think of how I could use it, but the topic itself seems to lend itself easily to
adaptation into action research.

Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge

Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.
The article focuses on e-learning in both the academic arena and the workforce. E-learning is
quickly becoming the most popular form of instructional delivery, with colleges around the
country offering courses, and some entire programs, in an online format. The author discusses
the four main themes that have emerged from research conducted on this topic: media
comparison research, value-added research, interaction research, and unique affordances
research. The author begins however by defining e-learning as online learning, using digital
technology, such as laptops, desktops, tablets, and smartphones. Clark then addresses each
stream by answering a topic question directly related to each. It was found that the research done
since the first edition backs what was previously thought; that as learning becomes more
internet-based, teachers will have an increasingly solid foundation on which to stand and that
these technologies will be in-line with the strengths and weaknesses of human learning
processes.
I found this chapter very interesting for two reasons. The first is that I am a student taking online
classes. I love the format, flexibility, and ownership that is afforded by e-learning environments.
Secondly, I teach an online computer class and I am very interested in what new research is
saying since there is a surge in the amount of online classes being offered by colleges around the
world.
This article was extremely interesting and insightful. I am sure that I will call upon this chapter
again, especially as I progress in my e-learning career, both as a student and instructor. I have
long been a proponent of e-learning and the research backs up what I have long thought.

Hunter, P. (2015). The virtual university: digital tools for e-learning and remote learning are
becoming an increasingly important tool for teaching at universities. EMBO Reports,
16(2), 146-148. Doi:10.15252/embr.201440016
The growth of e-learning is rapidly growing in the higher-education arena. There is also marked
growth in early-childhood education, even found as low as Kindergarten. The rapid influx of
technologies have only aided this boom. In 2012, a consortium of large, well-known
universities, including Harvard and Yale, piloted the use of MOOCs at the higher-education
level. This was the first noticeable use of online communities, and lead the the same type of
studies being done overseas. The author states that, while there is opportunity for universities to
make money using MOOCs, it is still years away for being truly financially beneficial.
However, there is also a downside of getting too lost in the technology itself. E-learning is
definitely a fine line that still has years of research to undergo.
This article was not quite what I expected. However, there were several extremely valid points
made, chief among those being the danger of getting lost in the technology. This is a battle that
must be fought however. I feel that the future of e-learning is bright and growing. This article
reinforces that idea.
I am sure that this article will come in handy later as I progress in my education. E-learning is at
the forefront of education and does not show signs of diminishing. This type of learning is
becoming extremely popular due to the flexibility and individual learning that e-learning affords.