Abstract
Technology is helping undergraduate biology instructors re-define their pedagogical “toolboxes” for the 21st century classroom. Indeed, new multimedia learning tools are evolving to fill the niche to assist student transition from simple inquiry-based learning (textbooks, less student responsibility) to professional science practice (research, more student responsibility). Moreover, these tools are creating interactive classrooms, empowering instructors to be facilitators of learning, and helping to excite the next generation of researchers and good citizens. This article will review what is meant by multimedia learning and multimedia instruction; present one example of a new type of multimedia learning tool, “research module,” that is being used in American high school and undergraduate classrooms; describe research-based parameters to follow when creating a research-based pedagogical activity; and highlight evidentiary support for the benefits and success of these multimedia modules.
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