Creating Digital Resources using Instructional Design Principles
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The document discusses principles of instructional design that can be applied when creating digital resources. It outlines several multimedia principles supported by research from Mayer and Clark, including the multimedia principle, which states that people learn better from words and pictures than words alone. The modality and redundancy principles recommend against presenting the same information as both on-screen text and narration due to potential cognitive overload. The coherence principle indicates that irrelevant content should be excluded. The document provides examples and exceptions for applying these principles when designing digital resources.
Creating Digital Resources using Instructional Design Principles
- 1. Creating Digital Resources using Instructional Design Principles CJ Davison NicholasYates
- 2. What are some digital resources that you create for your classes?
- 4. Audio Visual http://ecx.images-amazon.com/images/I/51ehLg1SElL._SL1000_.jpg Input into our working memory
- 6. Who has experienced cognitive overload in their personal life? Life as teacher? Life as student?
- 8. Mayer (2001)
- 9. Multimedia Principles (Clark and Mayer, 2011)
- 16. Multimedia Principle • Static images encourage: • Visual representations • mental connections • Use when instructional • demonstrations • definitions • procedures • relationships • Don’t use as decoration! People learn better from words and pictures than from words alone http://www.bohodaily.com/wp-content/uploads/2014/07/kiyasa.jpg
- 21. Food trucks have become popular in the UAE. Present Perfect Grammar http://dubaicity.motivate.netdna-cdn.com/dubai/wp-content/uploads/2014/12/Salt1.jpg
- 22. Multimedia Principle Use images to support language development but not as decoration
- 25. • Refers to simultaneous delivery • Reduce overload & strain • Deeper learning from speech • Can increase production time of resources Modality Principle People learn better from animation and narration than from animation and on-screen text http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
- 30. Modality Principle Use animation and narration simultaneously to engage both inputs into working memory.
- 32. Redundancy Principle Animation Narration Animation + Narration On ScreenText http://melissaruhl.org/wp-content/uploads/2012/11/Aha.png http://www.butyoudontlooksick.com/tcS3_media/uploads/2011/07/brain-fog.jpg
- 33. • Relates to repetitive delivery of same info as text and narration • Refers to simultaneous delivery • Reduce overload & strain • Deeper learning from speech • Can increase production time of resources Redundancy Principle People learn better from animation and narration than from animation, narration and on-screen text http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
- 38. Exceptions to the modality and redundancy principles… Can include text when • learners need vocabulary support • including text adds value Can narrate on screen text when • emphasising or reinforcing points • focusing on challenging language • demonstrating pronunciation http://www.comments20.com/wp-content/uploads/2012/02/yellow-rose-red-roses-widescreen-wallpaper-1.jpg
- 40. • Delete anything irrelevant to instructional objective • Why? • Distraction • Disruption • Seduction • Shorter Coherence Principle People learn better when extraneous words, pictures, and sounds are excluded rather than included. http://www.ucira.ucsb.edu/wp-content/files_flutter/13352998137777124.28.jpg
- 45. Redundancy Principle It is redundant to ask learners to read the text and listen at the same time.
- 47. • Don’t distract from instructional material • Focus on • Language • Listening, not watching Image Principle People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen http://www.ucira.ucsb.edu/wp-content/files_flutter/13352998137777124.28.jpg
- 52. Exceptions to the image principle… Can include image of self when • learners need visual support • including image / gestures / body language adds instructional value • demonstrating pronunciation http://s3-eu-west-1.amazonaws.com/storage.prezly.com/cd/adf2e0c31b11e4a11371052ba1b994/Fly-with-Me-Monsters-1.jpg
- 54. How relevant are these to ESL digital resources? How would you design resources differently now? How much of an impact would these have on your resource design and development?
- 55. Storyboarding Time to storyboard your next digital resource
- 57. References Clark, R., & Mayer, R. (2011). E-learning and the science of instruction : Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer. Mayer, R. (2001). Multimedia Learning. Cambridge, UK: Cambridge University Press Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design . Learning and Instruction, 4, 292-312 Sweller, J.,Ayres, P., & Kalyuga, S. (2011). Cognitive LoadTheory (Explorations in the Learning Sciences, Instructional Systems and PerformanceTechnologies).NewYork: Springer Education
- 58. Creating Digital Resources using Instructional Design Principles CJ Davison christina.davison@zu.ac.ae NicholasYates nicholas.yates@zu.ac.ae