Design It for Learning: Using Multimedia Effectively in Presentations and More
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Presentation to be delivered at the Colorado Association of Libraries Conference, October 15, 2011
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Design It for Learning: Using Multimedia Effectively in Presentations and More
- 1. Introduction
- 4. Session Plan
- 6. Two kinds of memory
- 9. Two kinds of memory
- 10. Where We Are – Learning is Active
- 12. Seven plus or minus two
- 13. Memory Span Test 8-7-5-3-9-6-4
- 14. 7 bullet example
- 15. Cognitive load
- 16. Memory table Long-Term Memory Working Memory Capacity Unlimited Very limited Duration Indefinite Short life unless kept active Processing None - Inert repository All conscious thought and processing
- 17. Where We Are – Capacity is Limited
- 18. Dual channels
- 20. Where We Are – Dual Channels
- 22. Wall of words
- 23. LC visual example New Library of Congress Classification System Sorted by groups of letters Further subdivided by groups of numbers and letters
- 25. Quantitative visually Top 3 competencies 76.7% 73.7% 32.4%
- 26. Hidden concepts in text
- 28. Process in text Example from “11 ½ Ideas for Designing Slides and Interactions…” by Roger Courville
- 29. Process visually Example from “11 ½ Ideas for Designing Slides and Interactions…” by Roger Courville
- 30. Be careful with Smart Art Multiple Intelligences
- 31. Importance of Visual Literacy
- 32. Where We Are – Multimedia Principle
- 34. An example of my own
- 36. Decorative graphics – clip art
- 37. Decorative graphics – stock photos
- 38. Is a document better?
- 39. Graphics with different meaning
- 40. Show the actual meaning
- 41. Grovo - music background
- 42. Where We Are –Coherence Principle
- 45. Wall of words, redundancy
- 46. Solution
- 47. Where We Are - Redundancy
- 49. Split text and narrative
- 50. Handout Example
- 51. Split attention with screen shots
- 53. Review
- 54. Credits Presentation / Image credits Slide 15: Accessed from http://www.wired.com/dangerroom/2007/05/powerpoint_rang/ Slide 23: http://linux01.crystalgraphics.com/view/2faf3-OWE5O/Library_of_Congress_Classification_System_flash_ppt_presentation Slide 25: http://www.slideshare.net/mtdoherty_vcu/ala-2011-interview-better Slide 27: http://www.unesco.org/webworld/publications/ictlip6/lesson1.ppt Slide 29, 30: Example from “11 ½ Ideas for Designing Slides and Interactions for OnlineTraining” webinar by Roger Courville of 1080 Group, September 22, 2011 Slide 31: Accessed from http://www.nwlink.com/~donclark/hrd/history/mi.html Slide 36: http://www.slideshare.net/cliotech/podcasting-for-secondary-teachers Slide 37: http://www.slideshare.net/zaid/introduction-to-critical-thinking Slide 38, 39: http://www.slideshare.net/parature/how-to-tell-anyone-anything-coaching-your-service-team-to-success Slide 40: http://www.slideshare.net/richardejjones/underpinning-principles-of-presentation Slide 41: http://www.grovo.com Slide 45: Screenshot from Skillsoft: The Power of the Learning Organization – online course accessed via WebJunction Slide 46: http://www.slideshare.net/frufruninja/the-challenges-of-urbanization Slide 50: http://www.slideshare.net/vmg569/diversity-as-a-core-value-in-academic-libraries Slide 51: http://www.pstcc.edu/online/faculty/tools/quickref/Faculty-D2L-quickref.pdf
Hinweis der Redaktion
- Closing – 1. questions, 2. your takeaways, 3. the issues you noted at the beginning – can you see how this material could be implemented to remedy?
- Long-term memory is the storehouse of prior knowledge
- The famous 1956 paper by George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information. A variety of studies could be summarized by saying that short-term memory had a capacity of about "seven plus-or-minus two" chunks . Miller acknowledged that "we are not very definite about what constitutes a chunk of information."
- Accessed from http://www.wired.com/dangerroom/2007/05/powerpoint_rang/
- The amount that can be handled in working memory at one time – we can easily add to cognitive load by using multimedia that may not facilitate learning, and may in fact hinder it The amount of work imposed on working memory There is load inherent in learning – because things are difficult, and/or we’re doing the active process of learning – extraneous load is what we can control for
- keep the extraneous load of materials as low as possible, so that the available working memory resources can be used for the actual learning process.
- WHY?
- http://linux01.crystalgraphics.com/view/2faf3-OWE5O/Library_of_Congress_Classification_System_flash_ppt_presentation
- Use a simple example to show visually what LC call numbers look like
- Another relational graphic – shows quantitative relationships
- www.unesco.org/webworld/publications/ictlip6/lesson1.ppt
- Interpretive – builds an understanding of an abstract or invisible process
- From http://www.nwlink.com/~donclark/hrd/history/mi.html
- WHY?
- http://www.slideshare.net/cliotech/podcasting-for-secondary-teachers What does water have to do with this presentation on literacies? Subtle, subconscious confusion
- http://www.slideshare.net/zaid/introduction-to-critical-thinking Decorative graphics – don’t necessarily hinder, but, a lost opportunity to use the visual channel and balance load – the image serves no useful instructional purpose We often see this with stock photos – people shaking hands
- http://www.slideshare.net/parature/how-to-tell-anyone-anything-coaching-your-service-team-to-success
- http://www.slideshare.net/parature/how-to-tell-anyone-anything-coaching-your-service-team-to-success
- One to ask the audience Good example of inappropriate graphics – uses a head a feet but this is not contextual – better to show what’s actually being said – this is an issue with people trying to use visual design approaches, when they don’t help learning – in this case it may even hinder
- WHY?
- Start with slide 3
- http://www.slideshare.net/frufruninja/the-challenges-of-urbanization
- WHY?
- http://www.slideshare.net/vmg569/diversity-as-a-core-value-in-academic-libraries
- http://www.pstcc.edu/online/faculty/tools/quickref/Faculty-D2L-quickref.pdf Need to go back and forth between text handout and toolbar on computer – similar to using a book where table or figure is on a different page than the explanation
- Closing – 1. questions, 2. your takeaways, 3. the issues you noted at the beginning – can you see how this material could be implemented to remedy?