Framing Cognition with Media
Different media facilitate different modes of representation, and a medium brings with it different attributes to consider in assessing rhetoric relative to the available modes (Sorapure, 2005). This point also impacts a given medium’s ability to facilitate learning relative to those modes. A video, for example, facilitates more animation than a slide can within a slide show, however, more digital space is needed to access and view a video than to view a slide show. Further, different slide show tools have different capabilities. The tools available to both composer and audience become part of the multi - modal rhetorical situation, and this impacts the model of cognition as well. Much as an audience’s biological attributes affect their ability to learn, the technology used to design the instructional materials affects which modes of representation and stimuli are included and how they are included. If I have access to only pen and paper to convey a message, that limits the design of the message considerably more than if I have access to a word processor like Word and a graphics tool like Photoshop to compose the message. The medium or media used to facilitate learning is included in the model’s principles as a framing attribute, but it does not favor a single medium over others generally. I address this attribute of the model in this chapter by offering suggestions to enable the tool’s capabilities to become part of the model’s dynamic. Assessment theory helps facilitate this consideration.