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Form and Function:Why design matters in Teaching
and Learning
CNIE 2008 Banff, Alberta April 30, 2008
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EmotionEmotion
AffectAffectDesignDesign
CognitionCognition
Effective Teaching
Effective Teaching
Students
Students
FacultyFaculty
Learning
Learning
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Previously Held Ideas
Affective
Domain
EMOTIONS
Cognitive
Domain
REASON
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Cognition and Affect
• Emotions influence cognition significantly (Donald Norman, 2004)
• Positive emotions lead to improved thought process and creativity (Alice Isen, 1990)
• Quality design creates positive emotions (Donald Norman, 2004)
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Cognition and Affect
How does this research influence instructional design?
There is a significant emotional component to learning.
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Cognition and Affect
The extent to which emotional upsets can interfere with mental life is no news to teachers. Students who are anxious, angry, or depressed don’t learn; people who are caught in these states do not take in information efficiently or deal with it well.
(Daniel Goleman, Emotional Intelligence, 1995)
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Form and Function
We design for both our students and faculty.
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• Quality design enhance characteristics of effective instruction
• Quality design positive emotions (Donald Norman, 2004)
• Positive emotions improved thought processes and creativity (Alice Isen, 1990)
Linking Concepts
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Two Goals
• Quality Web Design and Quality Multimedia
• “Leave the Instructor in the Course”
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Web Design and Multimedia
• Visceral
• Behavioural
• Reflective
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Effective Teaching
• Interpersonal skills
• Knowledge
• Learning environment
• Quality of presentation
• Desire to improve
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Albert Johnson
Senior Instructional Designer
Memorial University
St. John’s, Newfoundland
Email: [email protected]
Telephone: (709) 737-7697