men u men u alison l. moore spring 2011 eme6415 instructional systems program florida state...

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Alison L. MooreSpring 2011

EME6415Instructional Systems Program

Florida State University

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Meet Professor Linn!

Objectives

Level 1: The Multimedia Principle

Level 2: The Contiguity Principle

Level 3: The Modality Principle

Wrap Up

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Please meet Professor Linn!

Professor Linn isthe instructor for a few

distance learning courses.

As an instructor like YOU,Professor Linn also cares about the success of her

students and always does her best

to develop effective online instruction and assessments.

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Lately, however, some of Professor Linn’s distance

students have been performing

below average.

She recently read aboutRuth Clark’s

eLearning Principles of design

and needs help revising some

of her materials to support her students.

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By learning about the Principles of eLearning,

you can help Professor Linn and her students!

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There are three levels in this game: the Multimedia Principle,

the Contiguity Principle, and the Modality Principle.

Read about the principles,then help Professor Linn revise

her instructional materials.

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If you adhere to thePrinciples of eLearning,

Professor Linn’s materials will be improved and you’ll

earn20 points at a time.

If you don’t adhere tothe principles,

the materials won’t be improved and you can’t

earn points.

Help Professor Linn improve three of her materials and earn a total of 120 points,and you’ll WIN the game!

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ObjectivesUpon completion of this

game, you will be able to:1.Define three principles of eLearning,2.Critique poor examples of the principles, and3.Identify successful examples of the principles.

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Ready to begin?Let’s go!

Level 1:The Multimedia Principle

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The Multimedia Principle: An Introduction

The Multimedia Principle pertains to the positive effect on learning when graphics are added to textual instructional

materials.

When images are related to the textual content being communicated, the graphics and text should be presented simultaneously.

Graphics should also coincide with the type of content and learning goals.

However, illustrations that are not directly related to the content should be omitted. These superfluous graphics do not contribute to

the learning experience and can hinder learners’ success.

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Let’s look at an example!

During a lesson on Japanese culture,

Professor Linn asked her distance students to create origami cranes.The instructions she

provided on the course website consisted of

this list of steps for each fold.

How to make an origami crane:

1.Fold square in half diagonally.2.Fold in half from right to left.3.Spread the pocket out and fold to make a square.4.Turn over and fold one corner to the other and crease.5.Fold the left and right corners to the center line and fold the top corner down.6.Open the pocket by pulling the bottom corner up and fold inward along the crease.7.Turn over and fold in the lower flaps made in step 6.8.Turn to the right side, and valley fold inward using the top layer only.9.Turn over and repeat step 8.10.Reverse fold at the top side to form the head.11.Slightly open the side and bring the head part up.12.Bring up and press down for both the head and tail.13.Reverse fold on the head part to form the beak.14.Bend the wings down and out into the proper position. You can bow in from the bottom.

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Students following these instructions must

rely only on written descriptions to create

the complexcraft project.

This violates the Multimedia Principle

because the instructional materials do not provide related

graphicsto enhance learning.



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The Multimedia Principle: The Science

The science behind the Multimedia Principle is easy to understand.

When learners receive new information,they must process the content into their long-term memory

via encoding. Information that is presented in both textual and graphic formats offers two methods for the learner to process

the new content.

Again, it’s important to note that images should matchthe type of content being presented.

Unrelated graphics may detract from learning.

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Get ready to help Professor Linn!

Remember, if you successfully help

Professor Linn fix her poor materials according to the

Multimedia Principle, her students will learn more

and you’ll win this level!

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A. To ensure instructional text and graphics are not copyrighted

A. To advocate the addition of related graphics to textual instruction

B. To explain the importance of exciting and entertaining technology

Help Professor Linn!

What is the purpose of the Multimedia Principle?

Click the correct option.

Level 1: Item 1 of 2

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Oops!

Click backand try again!

What is the purpose of the Multimedia Principle?


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Yes! Great job!What is the purpose of

the Multimedia Principle?

B. To advocate the addition of related graphics to textual instruction

The Multimedia Principle pertains to the combination of graphics and textin instructional materials. Adding relevant images to written information

greatly assists learners’ retention of new content.


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2010

Yes! Great job!

0Your score is 20 points!Your score is 20 points!Your score is 20 points!

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A. Include illustrations for each step of the process

A. Create a link to a YouTube video about origami history

B. Provide a finished example of a folded crane

Professor Linn needs your help!

How should Prof. Linn revise the list to

adhere to the Multimedia Principle?





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Oops!Level 1: Item 2 of 2



Click back and try again!

How should Prof. Linn revise the list to

adhere to the Multimedia Principle?

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A. Include illustrations for each step of the process

Illustrating the numerous steps of this origami project makes acomplicated, confusing process easier to follow.

The imprecise directions are clarified by the detailed images accompanying each action.

Yes! Well done!

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You’re on a good start to reaching 120 points!

Yes! Well done!

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Congratulations! You’ve mastered Level 1!

Let’s move on!

Level 2:The Contiguity Principle

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The Contiguity Principle: An Introduction

In regards to instructional design, the Contiguity Principle refers to the placement of

text and graphics on the screen.

When presenting new content with text and graphics, the related words and images should be placed near each other

on the screen. Learners should not be forced to scroll up and down or click

through multiple screens to view all related material.

The purpose of the principle is to explain the positive effects on learning when content is presented with

corresponding text and graphics placed near each other.

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Professor Linn is teaching her

distance students about the lighting

system of an aircraft. She

posted this study image to the

course website. The study

materials include a drawing of the

plane labeled with important parts.

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With the way Professor Linn designed the

website, students must scroll up and down to view the whole image—the drawing plus the

list of parts.

This violates the Contiguity

Principle because the corresponding text and graphics are not arranged near each other on one screen.

Scroll down . . .

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The Contiguity Principle: The Science

The science behind the Contiguity Principleis quite simple.

Learners receive new information through their working memory,

which is very inefficient and easily overloaded. Typically, a person’s working memory can only store about 7 new items of

information.

When learners must click or scroll through numerous screens in order to view all printed and visual materials, their working

memory is devoted to making connections between the separated text and graphics.

This means less working memory can be used to retain information for learning.

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Are you ready to help Professor Linn?!



Contiguity Principle, her students will learn more


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What is the purpose of the Contiguity Principle?


A. To explain the importance of placing related text and graphics near each other

A. To explain why learners need both text and graphics during online instruction

B. To ensure text, graphics, and audio elements do not overwhelm learners


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Almost . . . Try again!




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Awesome!

A. To explain the importance of placing related text and graphics near each other

The Contiguity Principle focuses on the arrangement of text and graphics within instructional materials. When text and images refer to the same content, they should be placed near each other on the screen. This allows learners’ working memory to make connections

regarding contentrather than the text and images.



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6050

Awesome!


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A. Send all students hardcopies of the study guide in the mail

B. Post an audio or video podcast explaining the study guide

C. Redesign the image so the drawing and all text appear on one screen


How should the study guide be revised to

adhere to theContiguity Principle?


Scroll down . . .


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Oops! Not quite!


Scroll down . . .


How should the study guide be revised to

adhere to theContiguity Principle?

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Scroll down . . .

Amazing!

C. Redesign the image so the drawing and all text appear on one screen

By resizing the drawing and moving the text, Professor Linn’s study guide will be more effective for her distance students.

OriginalImproved


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807060

Amazing!

Your score is 80 points!Your score is 80 points!Your score is 80 points!

Nice work!You’re getting closer to 120 points!

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You’ve mastered Level 2!Yay Yay Yay!

Just one more level to go!

Level 3:The Modality Principle

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The Modality Principle: An Introduction

The Modality Principle states that audio explanations ofcomplicated graphics are more effective than

written descriptions of the same graphics.

Learners may benefit from listening to a narrationof new information or complex content

rather than gaining the information from lengthy paragraphs.

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Here’s an example!

Professor Linn posted this PDF file as part of a Calculus

lesson. It was designed to serve as an introduction to a

new topic, and distance students are encouraged to

read it in conjunctionwith the textbook.

She knows some students find upper-level mathematics courses challenging, so she

would like to ensure this material is as

useful as possible.

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As the document is constructed now, the new math topic is presented

mainly through three large paragraphs of text. The

writing is complimented by a relevant image, but the

majorityof the material is dominated

by dense text.

The PDF file violates theModality Principle because learners must rely only on

writingto understand complicated and unfamiliar information.

Here’s an example!

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The Modality Principle: The Science

Take a second to remember the Contiguity Principle . . .

The Modality Principle is similar, in that learners receive and process new information through their working memory.

Learners devote their working memory, which is easily overloaded and inefficient, to reading and understanding

written content. They must then comprehend the relationship between the text just read and the detailed graphics. This way, learners do not have much working memory to spare.

If audio clips (instead of text) are used to elucidate complicated images, learners’ working memory is available for

further understanding of the new information.

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You’re almost there!

Help Professor Linn two more times!



Modality Principle, her students will learn more


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A. To explain the need for numerous types of modalities—the more the better

A. To utilize audio narration to explain complex information or graphics

B. To assist in the design and development of mathematics instruction and assessments


What is the purpose of the Modality Principle?



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Oops!




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Wonderful job!

The Modality Principle pertains to audio explanations facilitating the learning process better than only images and text.When learners receive complicated information via narration, their

working memory is free to be applied to other content.



B. To utilize audio narration to explain complex information or graphics

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Only 20 more points to go!!

Wonderful job!

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A. Create or post a link to an audio/video podcast explaining the lesson

B. Add more graphics that coincide with each step of the math problem

C. Offer more flexible office hours via Skype to assist concerned students


How should the lesson be revised to

adhere to theModality Principle?



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Oh no! Almost!



How should the lesson be revised to

adhere to theModality Principle?


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Yes! Great job!Level 3: Item 2 of 2

A. Create or post a link to an audio/video podcast explaining the lesson

A video (or audio clip) would be an effective tool in helping students understand the complex purpose of Calculus. Instead of straining students’ working memory by only offering text and images—that they must integrate and make connections between—a narrated

lesson will automatically do this for them.

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Yes! Great job!

Click the screenshot from the video (above left)to view a more appropriate approach to teach new students about Calculus.

Important!This link will direct you away from this game.

When you’re done watching the video,just navigate back to this PowerPoint game and resume.

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To recap, you just answered the final question inLevel 3: The Modality Principle.

As usual, click forward to continue.

Welcome back!

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110100

Great job!

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Congratulations!You’ve mastered three of the sixeLearning Principles and helped

Professor Linn improve her instructional materials!

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Let’s review the three Principles of eLearning you and Professor Linn

mastered today:

Wrap Up

The Multimedia Principle pertains to the combination of graphics and text in instructional materials. Adding relevant images

to written informationgreatly assists learners’ retention of new content.

OriginalImproved

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Wrap Up

The Contiguity Principle focuses on the arrangement oftext and graphics within instructional materials. When text and

images refer to the same content, they should be placed near each other on the screen. This allows learners’ working memory to make

connections regarding content.


mastered today:

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Wrap Up

The Modality Principle pertains to audio explanations facilitating the learning process better than only images and text. When learners receive

complicated informationvia graphics and narration, the initial connection is already made for them and

their working memory is free to be applied to additional content.


mastered today:

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Now that you’ve beat the game

Perplexing Principles,you’re able to:

1.Define three principles of eLearning,2.Critique poor examples of the principles, and3.Identify successful examples of the principles.

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Now you can perfect your course materials and lead your most

successfulonline courses yet!

Thanks for playing Perplexing Principles!

Happy designing!

Thank you!

Thank you!

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Images used in this gamewere modified from the following sources:

http://www.flickr.com/photos/netfalls/

http://www.tpub.com/content/aviationandaccessories/TM-1-1510-225-10/ssTM-1-1510-225-10_120.htm

http://www.mellyscully.edublogs.org/2010/06/07/origami-crane-instructions/

http://www.youtube.com/watch?v=ismnD_QHKkQ

http://aboutmath.files.wordpress.com/2006/07/elementary-calculus.png?w=480

For more information on Clark’s eLearning Principles, seewww.clarktraining.com/content/articles/Guild_E-Learning.pdf

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