Multimedia principles in relation to Google Docs are dependent on the criteria set up by the teacher prior to students accessing the platform. Without criteria the only multimedia principle that Google Docs promotes is collaboration. Google Docs fundamental appeal to educators and students alike, is the fact that it is focused on working with peers to create a document or resource. With a set of criteria given to the students by the teacher, it would incorporate many more multimedia principles. Adding more criteria will increase engagement with students, and allow for room to touch on various multimedia principles as well. Split-attention principle highlights the importance of having words and pictures integrated to help explain and support their point. If a teacher asks students to add images and captions to enhance the resource, as well as their learning on the topic it would create room for this principle to flourish. Another principle that could be added to strengthen student learning is the self-explanation principle. This principle is important for students to reflect on their learning, while also taking responsibility. The teacher can implement this principle by getting students to include a reflection of their learning on the topic at the bottom of the document after they have completed their resource.
To discuss that overall evaluation in relation to multimedia learning using Google Docs, I will be using a rubric for eLearning from the University of Western Ontario. The rubric talks about functionality, accessibility, technical, mobile design, privacy, social presence, teaching presence, and cognitive presence. I am going to focus on a couple particularly to highlight Google Docs advantages and disadvantages ass an application. First, I want to talk about what makes Google Docs so appealing to educators and students. Accessibility is a huge thing, the cost to use Google Docs is free, and as long as your have a computer, laptop, iPad, iPhone or any digital device that connects to wifi, you are set to sign up for an account. This can be done through email that will link up to your Google account, therefore giving you access to Google Docs. With that being said, creating the account is a bit of a challenge in relation to privacy and data sharing. Since the account needs to be linked to an email, it will require a third party application in order to create.
From my personal experience with Google Docs, I find it very accessible for most if not all my peers to connect on the application. Navigating the application itself is straight forward, and looks and works similar to pages, or word. From the prospective of an instructor, I believe that Google Docs would be beneficial to keep students accountable, and have a space for students to collaborate from basically anywhere. It would also make it easy for an instructor to view progress, and make comments along the way to support students, as well as mark directly off of the platform.
Anstey, L., & Watson, G. (2018, September 18). A Rubric for Evaluating E-Learning Tools in Higher Education. Educause Review. https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education