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

Agenda Instructional Analysis Human-Interface Design Issues 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 Learner-Centered Approach 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