1.3 Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Synthesis Paper: Peer Review
Identifying Instructional and Motivational Strategies
Jigsaw Discussion: Multimedia Learning
Jigsaw Discussion: Multimedia Learning
Richard E. Mayer, educational psychologist and pioneer in cognition and learning theories, explains in American Psychologist that the “central challenge of psychology and education is the development of a science of instruction aimed at understanding how to present material in ways that help people learn” (p. 760). In order to select the best approach, it is important to determine if the instructional method is both consistent with how people learn through research-based theory, and how to design instruction through evidence-based principles. Mayer illustrates how the convergence of these two ideas can address both the science of learning and the science of instruction and how such research can better shape the design of multimedia instruction.
Mayer defines the science of learning as the study of cognitive processing, which includes selecting, organizing, and integrating information. In multimedia, all information is processed through two channels: audio and visual, and there are limits to how much information can be processed through either channel at one time. Conversely, Mayer defines the science of instruction as manipulating the learning environment and guiding the learner’s cognitive processing without overloading these channels. In order to help students learn most effectively, instructors should design lessons to reduce extraneous processing, which can waste cognitive capacity and diminish deep learning.
Extraneous processing can be reduced through the following strategies: (1) adopting the Coherence Principle where extraneous words, pictures, and sounds are excluded, (2) introducing the Signaling Principle where essential material is cued through the use of headings or adding emphasis in the narration, (3) establishing the Redundancy Principle in animation and narration by removing on-screen text, (4) implementing the Spatial Contiguity Principle which aligns words and audio to corresponding graphics, and (5) utilizing the Temporal Contiguity Principle where students receive both the audio and visual representations of a concept at the same time, rather than sequentially.
When extraneous information cannot be reduced based on the complexity of the material and/or accessibility requirements, Mayer offers three principles that can be used to manage information processing: Segmenting, Pretraining, and Modality. The Segmenting Principle permits learning to occur in sections rather than one continuous instructional experience. The Pretraining Principle states people learn better when they have exposure to key concepts such as vocabulary and geographical locations to build foundational knowledge before exposure to complex concepts. Finally, the Modality Principle states that learners are less likely to have “split attention” in their visual processing with spoken words and graphics, rather than with graphics and printed text.
Mayer’s Principles of Multimedia, a culmination of years of research, support the theory of cognitive learning which explains how the brain’s processes work in conjunction with internal and external factors to produce learning. Mayer is suggesting some ways to help simplify this process and make the learning meaningful and lasting. As Mayer states in his conclusion “…a theory of learning must be able to account for what works and doesn’t work in authentic instructional situations…” (p.767). Using these principles, instructors can ensure that their multimedia presentations provide the best strategy for student learning.
REFERENCE
Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, (63) 8, 760-769. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.5957&rep=rep1&type=pdf
Synthesis Paper: Constructivism and Multimedia Learning
Visual Design and Universal Learning
Here is a link to my work.
Linda Boveda- Visual Design and Universal Learning
For this assignment, I looked for an image that represents visual literacy and universal design. Lohr describes visual literacy as the ability to work with tools and actions to influence learning and performance (Lohr, 2008). The image I chose is an organizational image that shows the steps to effective handwashing. I chose this image because working in a school setting, hand washing is an important skill to teach and reinforce with students, especially during cold and flu season. Having a clear visual with easy to follow images and steps will promote better hygiene at school.
This image demonstrates effective universal design. The contrast of black and white and the consistency of the images and layout make the content simple and understandable. The images demonstrate the steps to handwashing, so even if a learner does not read or speak English, the content is accessible. Also, the text is in close proximity to the images.
Handwashing images vary, but the consistent element is the visual representation of the steps. From hospitals to restaurants to classrooms and beyond, having a visual reminder encourages learners to stop and spend more time washing their hands.
There are six steps in this visual. Some images I reviewed had as many as ten steps. Less is more when you are trying to get people to form good habits. The image also includes directions for using hand sanitizer, however I believe that section isn’t as effective as the rest because the steps are vague and confusing.
References
(2016). Retrieved September 04, 2016, from http://www.cdc.gov/handwashing/posters.html
Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
The Coherence Principle Analysis
Coherence Analysis by Linda Boveda
The Coherence Principle is one of the guiding principles outlined in “eLearning and the Science of Instruction” by Clark & Mayer. This principle states that extra graphics, animation, and music that do not add to the learning objective of the digital lesson impede learning. Mayer’s research concludes that there is enough evidence to support using the Coherence Principle when designing e-learning experiences. However, he also recognizes that the research conducted was in a small, controlled environment. Also, most of the research he did was with learners who were not familiar with the content, so he questions if students who are more advanced would benefit from additional information. He also wonders whether students can eventually tune out extra information. Finally, further research is needed to determine how to make e-learning interesting without overloading cognitive capacities.
There is a relationship between the Coherence Principle and the other Multimedia Learning Principles. The Coherence Principle states that extra noise and graphics should not be used to make a presentation more interesting. The other principles tell us where and how to use relevant text, narration, and graphics. For example, when creating an e-learning experience, the Contiguity Principle says to place the words next to the associated graphic, and the Coherence Principle cautions us against using extra images that may distract.
According to the Clark & Mayer, the research-based Cognitive Theory of Multimedia Learning tells us that learners have two channels for processing information (auditory and visual) and those channels have a limited amount of space to make sense of and to organize information. Therefore, e-learning should be designed to optimize the learning experience by eliminating extra, unrelated sound or graphics that can overload the channels. The Coherence Principle states that additional images, background music, and narration distract learners. Harp and Mayer (1998) identify ways images can distract: the image takes the student’s attention away from the main content (distraction); irrelevant images prevent the building connections with previous knowledge (disruption), and the extra images meant to entice the learner may confuse the learner’s effort to organize the new content (seduction.) Finally, research demonstrates that deeper learning occurs when the narration is purposeful and concise.
Here is an example of a digital presentation that violates that Coherence Principle.
Masterpiece Sentences by Linda Boveda
This short film is a multimedia presentation that I created. It violates all three parts of the Coherence Principle, and other principles as well. In this presentation, I included images and sounds that are not needed, including pop-up images, typewriter sounds, and background music.
Here is an example of a digital presentation that follows the Coherence Principle.
Moving Learning by Rushton Hurley
Rushton Hurley, the creator of Nextvista.org, led a workshop I attended. His presentation followed all three parts of the Coherence Principle: there were no distracting images or sounds, and his narration was concise. After the workshop, not only did I remember the content, but I was able to use some of the strategies he taught when making videos with my students.
In the future, when designing digital learning experiences, I will use the Coherence Principle. After examining presentations that followed this principles and ones that did not, I can see the value in the presentations that followed the principle, “less is more.” I am excited to start creating e-learning with all of the principle guiding me.
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.
Linda Boveda 