ID Models Applied to Multimedia Projects

Instructional Design Models : Instructional Design Models EDU 675 – Multimedia Design & Production C. Michael Sturgeon portions of content borrowed from Dr. Steve Broskoske

Mayer’s article : Mayer’s article Discuss the article; perceptions (Groups) Describe “verbal mode” Your point of view on research Give example(s) of how you either taught solely in “verbal mode” and why? Give example(s) of times you learned solely in the “verbal mode” – were the results lasting?

Mayer’s article : Mayer’s article Change Groups Explain your understanding of … Multimedia Effect Coherence Effect Spatial Contiguity Effect Personalization Effect… applied to a real teaching situation.

Mayer’s article : Mayer’s article Change Groups Explain your understanding of … Multimedia Effect Coherence Effect Spatial Contiguity Effect Personalization Effect… applied to a real teaching situation.

multimedia effect : multimedia effect Multimedia effect – Simply put, it is the combining of text with images to enhance student learning. Mayer suggests that the addition of images / graphics will increase students comprehension of delivered information via multimedia presentation The Multimedia effect is the idea that one can not only better understand an explanation with images and / or animations, but will also better retain such information. The Multimedia effect states that adding animation and/or imagery enhances the students’ ability to transfer the knowledge and improves problem solving performance.

Coherence effect : Coherence effect Principle #1 – Students’ learning is impeded when interesting, yet irrelevant words & images are added to a multimedia presentation Coherence: structural relations among elements in a message – (i.e. cause-and-effect) Coherence effect: occurs when student better understand an explanation in a multimedia presentation due to less material vs more. Topical relevance: information related to the topic Conceptual relevance: information related to the explanation Seductive Details: interesting but not relevant to the explanation – usually to spice up the presentation. Includes interesting illustrations and/or text. Although based on the arousal theory (suggesting students learn better when aroused), Mayer suggests that arousal theory is outmoded and may interfere with knowledge construction by … …distracting the learner away from the relevant material …disrupting the learners’ ability to build connections (i.e. cause and effect) …forcing the student to try to integrate the irrelevant material with the relevant Conclusion: … cognitive theory of multimedia learning states that seductive details will result in poorer performance on tests of retention and transference of knowledge.

Coherence effect : Coherence effect Principle #2 – Students’ learning is impeded when interesting, yet irrelevant sounds and/or music are added to a multimedia presentation Again, arousal theory provides the motivation to add irrelevant sounds that are interesting, Cognitive theory for multimedia learning states that irrelevant sounds compete with relevant sounds, such as narrations leaving less of a capacity for paying attention to the narration. Coherence effect for transfer states that adding interesting bu irrelevant background sounds and music results in poorer problems-solving transfer performance.

Coherence effect : Coherence effect Principle #3 – Students’ learning is improved when unnecessary words are removed from a multimedia presentation Information delivery hypothesis is the motivation for adding words and extra information. It is the idea that students learn more when they received information via more routes. Cognitive theory states that students given a multimedia summary will perform as well or better on tests of retention and transfer than will students given the summary along with the regular text passages. Coherence effect for retention states that deleting extraneous words tends to help student learning Coherence effect for transfer states that removing extraneous text resulted in improved problem-solving transfer performance. Implications: In the case of multimedia lessons, students tend to learn more when less is presented. Keep the presentation short, and to the point.

Spatial contiguity effect : Spatial contiguity effect Spatial Contiguity Effect – Mayer suggests that even with evidence that students can understand more deeply when using words and pictures than from words alone, all multimedia presentations are not equally effective. Conditions that promoted deep understanding : placement of corresponding images /pictures and printed words on a page or screen can either have a positive impact or make no difference in the learning process at all. Rate the following examples:

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Slide 11 :

personalization effect : personalization effect Students received a personalized or non-personalized version of a narrated animation explaining how the human respiratory system works. The narration for the non-personalized version was in formal style, whereas the narration for the personalized version was in conversational style in which "the" was changed to "your" in 12 places. In 3 experiments, students who received the personalized version scored significantly higher on transfer tests but not on retention tests than did students who received the nonpersonalized version. The results are consistent with a cognitive theory of multimedia learning in which personalization causes students to actively process the incoming material. Conclusion: Students learn better when information is presented in a conversational manner vs formal.

Instructional Design Models : Instructional Design Models DDD-E Model Decide Design Develop Evaluate Dick & Carey’s Model of Instructional Design Media Choice: Website http://sites.google.com/ Sample: https://sites.google.com/site/edtechonedge/aect

Dick & Carey ID Model : Identify instructional goal(s). (Step 1) Develop and conduct summative evaluation. (Step 10) Conduct instructional analysis. (Step 2) Identify entry behaviors and characteristics. (Step 3) Write performance objectives. (Step 4) Develop criterion-referenced test items. (Step 5) Develop instructional strategy. (Step 6) Develop and select instructional materials. (Step 7) Design and conduct formative evaluation. (Step 8) Revise instruction. (Step 9) Dick & Carey ID Model

Dick and Carey Model : Dick and Carey Model Instructional Goals Instructional Analysis Entry Behaviors and Learner Characteristics Performance Objectives Criterion-Referenced Test Items Instructional Strategy Instructional Materials Formative Evaluation Summative Evaluation

1. Instructional Goals : 1. Instructional Goals Instructional Goal: Desirable state of affairs that one hopes instruction can provide. Needs Analysis: What is the gap? (Where are we vs. where we need to be?) What kind of instruction might fix the problem?

2. Instructional Analysis : 2. Instructional Analysis Task Analysis (procedural analysis) What steps & skills are needed to complete the task What type of mental processes (decisions) are used in completing the task (information processing) Are there time constraints that are influential

3. Entry Behaviors & Learner Characteristics : 3. Entry Behaviors & Learner Characteristics What enabling skills do the learners already possess? Intellectual skills. Abilities such as verbal comprehension and spatial orientation. Traits of personality. What prerequisites must we review? What skills can we get away with not teaching? What types of instructional strategies might work?

4. Performance Objectives : 4. Performance Objectives Translates the needs and goals into specific and detailed objectives What will they learn? What will be the conditions for the instruction? How will we test these objectives? How can we help the learners study/prepare for the assessment?

5. Criterion-Referenced Test Items : 5. Criterion-Referenced Test Items Purposes: Diagnostic/Self-test (practice items during instruction) Documents progress for parents, state, school boards Used to evaluate the instructional materials (Formative/ Summative evaluation) Tests are written before the instruction is designed/produced.

5. Criterion-Referenced Test vs. Normative Tests : 5. Criterion-Referenced Test vs. Normative Tests Criterion-referenced Tests Graded against a standard of performance Outcomes-based education You don’t move on until you pass (CPR certification) Normative Tests SAT’s – graded versus everyone else who takes it Graded based on the average

6. Instructional Strategy : 6. Instructional Strategy How do we meet our objectives? The best lesson design: Geared for the particular learner Tasks are closely linked to objectives (focused lesson) Effective Choice of delivery system. Teacher-led (developing “thinking out loud”, better for large classes) Group-projects (producing a project) Individual Learner-paced (better for small classes)

7. Instructional Materials : 7. Instructional Materials Use of existing materials when it is possible. However, existing materials may not be geared for your learners. New materials necessary. Role of teacher - depends on the choice of delivery system Sage on the Stage (Lecturing) Guide on the Side (Self-paced instruction) Mixture

8. Formative Evaluation : 8. Formative Evaluation How effective are the instructional materials now? One-to-One (1-3 people) Technical issues. Flow of lesson. NOT instructional effectiveness. Small Group (at least 5 people) Instructional effectiveness Field Trial (first use in a “real” setting) Instructional effectiveness Revise

9. Summative Evaluation : 9. Summative Evaluation How effective are the instructional materials long-term? Conducted after a few years/cycles of instruction Sometimes the learners change and instruction may need to be revised. Sometimes the needs change (short-hand no longer taught).

Where are we in this process? : Where are we in this process? Done (at least as a draft): Needs Analysis Learner Analysis Task Analysis Future: Instructional Objectives (test items incorporated) Choice of media

Using Multimedia : Using Multimedia

What Are the Benefits of Using Technology in the Classroom? : What Are the Benefits of Using Technology in the Classroom? Archeology Link 1 Archeology Link 2 Archeology Link 3

Why Use Multimedia? : Why Use Multimedia? Helps the learner focus, and holds learner attention. Increases instructional appeal. Can provide authentic, meaningful tasks and examples. Conveys concepts clearly. Provides multisensory stimulation. Supports Constructivism (learning is active, learners construct meaning). Supports mental model-building.

Why Use Multimedia? : Why Use Multimedia? Increases learner motivation. Encourages learner exploration. Allows customizing of learning for individual students. Facilitates greater student control over learning. Increases accessibility. Can allow students to work at their own pace. Can allow students to work whenever convenient.

Exploring Media Choices: Wiki : Exploring Media Choices: Wiki

What Is Wiki? : What Is Wiki? Wiki Comes from the Hawaiian term, wiki wiki (meaning "quick").

What Is Wiki? : What Is Wiki? Wiki is a “quick” Web page that readers of the Web page can edit (make permanent changes to). Press the edit button to make changes to the Web page for everyone to see.

Wiki Examples : Wiki Examples Wikipedia Using Wiki in Education(Online Book) Wikiversity

Try It : Try It Class Wiki At WikiSpaces.com

Places to Create a Wiki : Places to Create a Wiki Wikispaces PBWiki

When & Why Would Teachers Use Wiki? : When & Why Would Teachers Use Wiki? Facilitates collaboration. Allows students to learn from the work of other students (along with edits by the teacher). Enhances student motivation. Work can be made public (class, school, or everyone). Can provide more student control and independence in learning activity.

When & Why Would Teachers Use Wiki? : When & Why Would Teachers Use Wiki? Can invite contributors/editors from outside of the class. Allows student to demonstrate work over time (deter online plagiarism). Allows students to participate in a meaningful, real-life project. Facilitates construction of knowledge.

How Can Teachers Use Wiki? : How Can Teachers Use Wiki? Set up a knowledge base (class or school). Essay writing. Collaborative writing of a play/story. Develop classroom rules or constitution.

How Can Teachers Use Wiki? : How Can Teachers Use Wiki? Could you use a Wiki in your teaching (or in your project)? How can you envision using this new technology?