Learning and multimedia-

Looking through some of your posts, I think we could all agree that this article was one that we could all relate to. I definitely found myself nodding my head to many of the points that were laid out in this article:

1. "In this chapter we focus on guidelines for the design of short narrated animations, typically found in multimedia encyclopedias or as part of larger lessons, and on educational simulation games mainly dealing with topics in science and mathematics." - While I know this was a goal they had in mind, I think this was when the article's intention became completely clear and understandable. It also helped me to realize why - suddenly, in recent years - there was a rise in science and mathematic games that children play on their gaming devices. Up until this point, I had thought it was a terrible idea to expose children to games (mainly because my brother has no life due to his games....) but this article helped me to realize that games can be educational with JUST the right amount of "loads." 
2. I also really appreciated the fact that research shows that the way we, humans, process information is different for everyone because of: dual channels, limited capacities, and active processing. 

This article really reinforced the ideas of flexibility and awareness that we need in the lessons we are creating. Not only are we molding our lessons based on the dual channels of our future students, but we are also forming interesting and captivating lessons involving multimedia. While that is a huge responsibility, this article helped to address how we can keep out students interested and captivated.