By Jove, I think she’s got it.
Thiazolidinediones. Carboxylmethecellulose. (Whew).
While every industry has its vernacular, perhaps none are as complex as the life sciences – pharma, biotech and medical device companies. At the earliest stages of planning an e-learning program for these clients, we know that learning a new and complex vocabulary will be an important focus. Not that it necessarily plays a starring role, but rather it’s a thread that runs throughout the program where definitions, pronunciation and contextual use of terms must all be woven into the presentation of content. At the completion of the program, learners must feel confident in their use of these new terms – both in contextual use and in pronunciation – where an accurate vocabulary is tied to credibility.
The Pedagogy of Adult Vocabulary Acquisition
In education, vocabulary instruction is a cornerstone of supporting reading and comprehension. By the time we reach the 12th grade, the average students’ vocabulary is in the neighborhood of 40,000 words.(1) As adults, learning vocabulary can have complex implications where an occupation can demand an even larger working vocabulary – one that is specific to an industry or market. In the context of e-learning, supporting vocabulary instruction is a recognized objective although research in this area appears limited or narrow. While not a direct parallel, we can take a page from research done on learning a second language where investigation has shown that multimedia learning is an effective pedagogical approach to second language acquisition. One research compilation done in 2002 (Liu) states: “Studies showed that computer supported glossing formats proved to be helpful in developing reading proficiency, and that vocabulary learning could be greatly enhanced by incorporating a variety of annotations for words through visual media in multimedia technology.”(2) This also supports Mayers’ research on multimedia learning where he states that providing narration and visuals in multimedia learning improved learning results over words alone.(3) Across the board, multimedia methodologies, such as the inclusion of narration, have demonstrated positive learning effects when it comes to supporting instruction that includes learning vocabulary.
Multimodal Strategies to Master Terminology
As developers of e-learning, we take a multidimensional approach to supporting vocabulary acquisition. While glossaries are generally a “given”, we promote expanding the role of the glossary so that it becomes a richer learning tool. For example, the glossary “service” built into our development platform (Marionette)* can include images, pronunciation guides, spoken audio, short and long definitions, and more. But, it’s not a “one-trick pony” and use of the Marionette glossary service extends to other program content. For instance, in addition to hot-linking definitions to highlighted terms throughout a module, objects such as diagrams, illustrations, tables and charts can access the glossary service too. The addition of audio to a glossary is perhaps one of the most powerful tools we have at our disposal to support vocabulary learning. Narration helps learners’ pick-up difficult pronunciations (including syllable emphasis), determine contextual use of terms and, repeated exposure to spoken terms builds confidence for the learner as they integrate new terms into their existing vocabulary.
Our own observation supports the use of narration in most programs where narration appears to translate into better performance when it comes to demonstrating the application of a new vocabulary – such as role plays or presentations. From this perspective, we see the bridge between laying the foundation in online learning to making the connection in practice. Maybe phoneticists, like Professor Higgins, had it right after all!
References
McKeown, Margaret G., and Mary E. Curtis, eds. The nature of vocabulary acquisition. Psychology Press, 2014.
Liu, Min, et al. "A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000." Journal of Research on Technology in Education 34.3 (2002): 250-273.
Mayer, Richard E. "Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction." New directions for teaching and learning 2002.89 (2002): 55-71.
*Marionette, developed by Creative Perspectives and now retired, was an xml-based framework that made use of a Flash (.swf) front-end that sped the development of learning modules.
