Creating Digital Resources using Instructional Design
Principles CJ Davison
Nicholas Yates
What are some digital resources that you create
for your classes?
Cognitive Overload
Audio Visual
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Input into our working memory
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Cognitive Overload
Who has experienced cognitive overload in their personal life? Life as teacher? Life as student?
Multimedia Learning
Mayer (2001)
Multimedia Principles (Clark and Mayer, 2011)
Multimedia Principle
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Modality Principle
Redundancy Principle
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http://static.guim.co.uk/sys-images/Guardian/Pix/audio/video/2013/10/29/1383044174700/A-Pixar-illustration-that-010.jpgCoherence Principle
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Image Principle
Multimedia Principle
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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
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Multimedia PrincipleExample 1
chess (n)
Flashcards
chess (n)
Flashcards
Multimedia PrincipleExample 2
Food trucks have become popular in the UAE.
Present Perfect Grammar
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Multimedia PrincipleUse images to support language development
but not as decoration
Modality Principle
Modality PrincipleAnimationNarration
AnimationOn Screen Text
http://melissaruhl.org/wp-content/uploads/2012/11/Aha.pnghttp://www.butyoudontlooksick.com/tcS3_media/uploads/2011/07/brain-fog.jpg
• Refers to simultaneous delivery
• Reduce overload & strain
• Deeper learning from speech
• Can increase production time of resources
Modality PrinciplePeople learn better from animation and narration than from
animation and on-screen text
http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
Modality PrincipleExample 1
Modality PrincipleExample 2
Modality PrincipleUse animation and narration simultaneously to
engage both inputs into working memory.
Redundancy Principle
Redundancy PrincipleAnimationNarration
Animation+ Narration
On Screen Text
http://melissaruhl.org/wp-content/uploads/2012/11/Aha.pnghttp://www.butyoudontlooksick.com/tcS3_media/uploads/2011/07/brain-fog.jpg
• 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 PrinciplePeople learn better from animation and narration than from
animation, narration and on-screen text
http://i.ytimg.com/vi/YFYErT0lZvw/hqdefault.jpg
Redundancy PrincipleExample 1
Redundancy PrincipleExample 2
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
http://static.guim.co.uk/sys-images/Guardian/Pix/audio/video/2013/10/29/1383044174700/A-Pixar-illustration-that-010.jpgCoherence Principle
• Delete anything irrelevant to instructional objective
• Why?
• Distraction
• Disruption
• Seduction
• Shorter
Coherence PrinciplePeople learn better when extraneous words, pictures, and
sounds are excluded rather than included.
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Coherence PrincipleExample 1
music from http://www.youtube.com/watch?v=qGXnBZxcz5Q
Coherence PrincipleExample 2
Redundancy PrincipleIt is redundant to ask learners to read the text
and listen at the same time.
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Image Principle
• Don’t distract from instructional material
• Focus on
• Language
• Listening, not watching
Image PrinciplePeople 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
Image PrincipleExample 1
Image PrincipleExample 2
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
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Critical Discussion
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?
StoryboardingTime to storyboard
your next digital resource
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ReferencesClark, 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 PressSweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design . Learning and Instruction, 4, 292-312Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies).New York: Springer Education
Creating Digital Resources using Instructional Design
Principles CJ Davison
Nicholas [email protected]