Meaningful Design Meaningful Learning Paul Akerlund ESL Adult

Agenda ■ Instructional Analysis – Draft documents – Team work – Individual work ■

Uses of MM ■ How can we help learners understand a concept with a

Two Approaches ■ Technology Centered – – ■ Information acquisition Goal: Adding information Learner:

Cognitive Theory of MM ■ Three Assumptions – Two channels of input: visual +

Role of Modality in Verbal Info ■ Two groups of students presented MM –

Split-Attention Principle ■ Students learn better when the instructional material does not require them

Modality Principle ■ Students learn better when the verbal information is presented auditorily as

Spatial Contiguity Principle ■ Students learn better when on-screen text and visuals are physically

Temporal Contiguity Principle ■ Students learn better when verbal and visual materials are temporarily

Auditory Working Memory ■ Would adding bells and whistles (background music, blinking animations) improve

Coherence Principle ■ When presenting using MM, only include complimentary stimuli that are relevant

Recap of MM Principles ■ ■ ■ Attention - don’t divide the focus Mode

System Specifications Exercise ■ ■ ■ Here is your template Creating a visual map

What are the possible tools? ■ Brainstorming

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Meaningful Design & Meaningful Learning Paul Akerlund ESL Adult Usage of Media and Design Components of Meaningful LEARNING

Agenda ■ Instructional Analysis – Draft documents – Team work – Individual work ■ Human-Interface Design Issues – Apple – multimedia activity – Heuristic Evaluation • Model sites from Discussion Board ■ System Specifications – Visual Map – Design Notebook ■ Homework

Uses of MM ■ How can we help learners understand a concept with a multimedia explanation?

What is MM?

Two Approaches ■ Technology Centered – – ■ Information acquisition Goal: Adding information Learner: Passive information receiver Module: Information provider Learner-Centered Approach – – Knowledge construction Goal: Aiding cognition Learner: Active sense-maker Module: Cognitive guide

Cognitive Theory of MM ■ Three Assumptions – Two channels of input: visual + auditory – Limited working memory needed cognitive load – Active learning • Select relevant information/module • Organize information • Integrate information

Role of Modality in Verbal Info ■ Two groups of students presented MM – Group AN: animation+narration – Group AT: animation+text

Split-Attention Effect

Split-Attention Principle ■ Students learn better when the instructional material does not require them to split their attention between multiple sources of mutually referring information

Modality Principle ■ Students learn better when the verbal information is presented auditorily as speech rather than visually as onscreen text both for simultaneous and sequential presentations.

Spatial Contiguity Principle ■ Students learn better when on-screen text and visuals are physically integrated rather than separate.

Temporal Contiguity Principle ■ Students learn better when verbal and visual materials are temporarily synchronized rather than separated in time.

Auditory Working Memory ■ Would adding bells and whistles (background music, blinking animations) improve the quality of a multimedia message?

Coherence Principle ■ When presenting using MM, only include complimentary stimuli that are relevant to the content of the lesson.

Recap of MM Principles ■ ■ ■ Attention - don’t divide the focus Mode of input - use audio rather than text with visuals Spatial - integrate text and visuals together Time - synchronize voice and visual Auditory memory - don’t distract with extraneous auditory stimuli Coherence - don’t distract with irrelevant stimuli (blinking, flashing, animation)

System Specifications Exercise ■ ■ ■ Here is your template Creating a visual map Using your Design Notebook

What are the possible tools? ■ Brainstorming