1. Clark & Mayer

2. Multimedia Design Principles
Multimedia principle
Contiguity principle
Modality principle
Redundancy principle
Coherence principle
Personalization principle
Segmenting & Pretraining

3. Question 1
Should we pay a graphic designer to create customized graphics for our e-lesson?

4. Question 1- answers
Learning is just as effective from good textual explanation as from text plus graphics. The format of information does not make a difference.
Adding some cute clip arts to a few screens will make the lesson more interesting and more effective.
Customized (made for a specific concept) visuals & animations adds appeal and improves learning

5. 1- Multimedia principle
Use words and graphics rather than words alone

6. But what kind of graphics?

7. Average download speed
United States = 5.5 m/sec
Germany = 8 m/sec
Netherlands = 11 m/sec
Sweden = 13 m/sec
Japan = 17 m/sec
South Korea = 21 m/sec

8. Average download speed
5.5 m/sec 8 m/sec 11 m/sec
13 m/sec
17 m/sec
21 m/sec

9. Average download speed
United States = 5.5
Germany = 8
Netherlands = 11
Sweden = 13
Japan = 17
South Korea = 21

13. Why?
learners learn better when they engage in relevant cognitive pressing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation and mentally integrating the material with their existing knowledge.
The computer screen is our main connection with students, screens filled with text will turn them off right away.
Keep a balance

14. Question 2
Where to put text directions?

15. Question 2- Answer 1
The text directions should be placed on a preceding screen rather than on top of the picture.

17. Answer 2
The text directions should be placed on the same screen as the visual

19. Answer 3
Both ideas could be accommodated by placing text directions in a rollover box activated by the mouse.

21. 2- Contiguity principle
Place corresponding words and graphics near each other

23. Why?
When words and pictures are separated from one another , people must use their scarce cognitive resources just to match them up.
When words and pictures are integrated, people can hold them together in their working memory and therefore, make meaningful connection between them.
Even for environments with high traffic and low bandwidth, they recommend against separation.

24. Question 3 Explain pictures with text or audio?
Do we need audio while we can have text?

25. Answers
Providing text allows learner to move at their own pace rather than have to wait for audio to play
Learning is much better when words are presented in audio narration rather than text

26. 3- Modality principle
Present audio narration rather than onscreen text when you want to explain pictures.
Particularly, if the picture requires a lot of explanation.

29. Why?
There are two main channels that we use to process information, the auditory and visual channel.
When learners are given concurrent graphics and on screen text, both must be initially processed in the visual channel.
This overloads one channel while the other channel is not used

30. Question 4
Should we add text to explain narrated graphics?

31. 4- Redundancy principle
Don’t add on screen text to narrated graphics to explain visuals.

32. Redundant

33. Non-redundant

34. Why?
Learner might pay so much attention to the printed words that they pay less attention to the graphics.

35. How about learning styles?
The learning styles view seems to make sense (putting both spoken text and on-screen text for different learning styles)
However, adding redundant on-screen text could overload the visual channel.

36. Accessibility
How about accessibility? Well the default should be audio only but they can choose audio off and text on if they want.
Communicate words in both on-screen text and audio narration to accommodate different learning styles and to meet 508 compliance
Explain visuals with audio alone to promote best learning
Let the learner select either audio or text as part of the course introduction.

37. Question 5
Should we add excitement to our e-lesson?

38. Question 5- answers
Adding some emotion grabbing elements to narration helps
Adding some music to narration helps
Add some games?
Less is more for most learners

39. 5- Coherence principle Adding extra material can hurt learning
Avoid e-lessons with extraneous Audio
Avoid e-lessons with extraneous Graphics
Avoid e-lessons with extraneous Words
Recommend against extraneous words added for interest, elaboration, or for technical depth.

40. Violation

41. violation2
In the above example, the coherence principle is violated because It does present a confusion of extraneous text and images. (coherenceprinciple 2 and 3) which seems non-related to learning content. I would like to direct the designer to the counsel of Clark and Mayer (2011) to “stick to basic and concise descriptions

42. Why?
There is a distinction between emotional interest and cognitive interest
There is little evidence that emotion-grabbing adjuncts (seductive details) promote deep learning.

43. Question 6
Formal or Informal talk?

44. Formal more serious?
A more informal approach plus an agent will lead to better learning.
A more formal tone will fit the instructor image better, leading to a more credible course
The tone of voice depends on the learner (male, female, alteranate)

45. 6- Personalization principle
Use conversational style and virtual coaches

46. Why?
People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information.

47. Dilemma 7
Sequencing? Branching?

48. Question 7 Combine the practical steps and the key concepts together?Or
Separate the key concepts from the procedure?

49. Which one?
First Learn Zebrazapps tools and functions then try to make a project
Combine the process and key concepts.

50. Learner Control or Program Control ?
Let the lesson play (automatically) like a video
Let the user control the sequence

51. Principle 7 Segmenting & Pretraining
Break a continuous lesson into Bite-Size Segments.
Mix key concepts and procedures
Default should be sequencing but give the learner to skip if they are familiar with the topic.

52. End of Part 1

53. Applications of graphics
1- Facts
Statement of facts
Picture of an animals, flowers, buildings, people, monuments,
Pictures of equipments and devices
Screen captures

54. Statement of facts
You may use graphics to state facts.

55. Facts

60. Picture of animals, flowers, buildings, people, monuments,

61. ?

63. Pictures of equipment and devices

65. Screen captures

66. 2 –Concepts (you may use graphics to teach concepts) Definitions
Examples
Non-Examples
Analogies

67. Definitions

68. Examples

69. Examples

70. Non-Examples Polygon

71. Analogies

72. 3- Processes
(you may use graphics to show a process)
Flow Charts
Stages/phases tables/charts
Animated diagrams

73. Flow Chart

74. Stages/phases tables/charts

75. Animated diagram

78. 4- Procedure
Step-action tables
Demonstration

79. Step action table

80. Demonstration
Compare next slide with one after.

81. Density of Gases (text only)
Equal volumes of gases at the same temperature and pressure contain the same number of molecules regardless of their chemical nature and physical properties. Avogadro's number is X It is the number of molecules of any gas present in a volume of Liter.
Density of gases depends on their molecular weight not the number of molecules per liter.

82. Demonstration

84. 5- Principle

85. Scientific Laws or Principles

86. Applications of graphics
Graphics as advance organizers
Graphics as topics organizers
Graphics as lesson interface

87. Advance Organizer

88. Advanced Organizer

89. Table of content bad example

90. bad example

91. Good example

92. Graphics as lesson interface

93. credits