Creating Digital Resources using Instructional Design Principles
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Creating Digital Resources using Instructional Design Principles at TESOL Arabia 2015
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Creating Digital Resources using Instructional Design Principles
- 1. Creating Digital Resources using Instructional Design Principles CJ Davison NicholasYates
- 2. What are some digital resources that you create for your classes?
- 4. Audio Visual http://ecx.images-amazon.com/images/I/51ehLg1SElL._SL1000_.jpg Input into our working memory
- 6. Who has experienced cognitive overload in their personal life? Life as teacher? Life as student?
- 8. Mayer (2001)
- 9. Multimedia Principles (Clark and Mayer, 2011)
- 16. Multimedia Principle • Static images encourage: • Visual representations • mental connections • Use when instructional • demonstrations • definitions • procedures • relationships • Don’t use as decoration! People learn better from words and pictures than from words alone http://www.bohodaily.com/wp-content/uploads/2014/07/kiyasa.jpg
- 21. Food trucks have become popular in the UAE. Present Perfect Grammar http://dubaicity.motivate.netdna-cdn.com/dubai/wp-content/uploads/2014/12/Salt1.jpg
- 22. Multimedia Principle Use images to support language development but not as decoration
- 25. • Refers to simultaneous delivery • Reduce overload & strain • Deeper learning from speech • Can increase production time of resources Modality Principle People learn better from animation and narration than from animation and on-screen text http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
- 30. Modality Principle Use animation and narration simultaneously to engage both inputs into working memory.
- 32. Redundancy Principle Animation Narration Animation + Narration On ScreenText http://melissaruhl.org/wp-content/uploads/2012/11/Aha.png http://www.butyoudontlooksick.com/tcS3_media/uploads/2011/07/brain-fog.jpg
- 33. • Relates to repetitive delivery of same info as text and narration • Refers to simultaneous delivery • Reduce overload & strain • Deeper learning from speech • Can increase production time of resources Redundancy Principle People learn better from animation and narration than from animation, narration and on-screen text http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
- 38. Exceptions to the modality and redundancy principles… Can include text when • learners need vocabulary support • including text adds value Can narrate on screen text when • emphasising or reinforcing points • focusing on challenging language • demonstrating pronunciation http://www.comments20.com/wp-content/uploads/2012/02/yellow-rose-red-roses-widescreen-wallpaper-1.jpg
- 40. • Delete anything irrelevant to instructional objective • Why? • Distraction • Disruption • Seduction • Shorter Coherence Principle People learn better when extraneous words, pictures, and sounds are excluded rather than included. http://www.ucira.ucsb.edu/wp-content/files_flutter/13352998137777124.28.jpg
- 45. Redundancy Principle It is redundant to ask learners to read the text and listen at the same time.
- 47. • Don’t distract from instructional material • Focus on • Language • Listening, not watching Image Principle People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen http://www.ucira.ucsb.edu/wp-content/files_flutter/13352998137777124.28.jpg
- 52. Exceptions to the image principle… Can include image of self when • learners need visual support • including image / gestures / body language adds instructional value • demonstrating pronunciation http://s3-eu-west-1.amazonaws.com/storage.prezly.com/cd/adf2e0c31b11e4a11371052ba1b994/Fly-with-Me-Monsters-1.jpg
- 54. How relevant are these to ESL digital resources? How would you design resources differently now? How much of an impact would these have on your resource design and development?
- 55. Storyboarding Time to storyboard your next digital resource
- 57. References Clark, R., & Mayer, R. (2011). E-learning and the science of instruction : Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer. Mayer, R. (2001). Multimedia Learning. Cambridge, UK: Cambridge University Press Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design . Learning and Instruction, 4, 292-312 Sweller, J.,Ayres, P., & Kalyuga, S. (2011). Cognitive LoadTheory (Explorations in the Learning Sciences, Instructional Systems and PerformanceTechnologies).NewYork: Springer Education
- 58. Creating Digital Resources using Instructional Design Principles CJ Davison christina.davison@zu.ac.ae NicholasYates nicholas.yates@zu.ac.ae