Instructional Message Design: Issues and Trends

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INSTRUCTIONAL MESSAGE DESIGN By Ecenaz ALEMDAĞ

CEIT 504: Instructional Message Design: Theory, Research and Practice

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Instructional Message Design

1. Issues and trends

2. Cognitive-affective theory of multimedia learning

3. Effect of modality principle on learning in different media

4. Message design for mobile learning

CEIT 504

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1 Key conceptsIssues and trends >

Message

Learning and instruction

Media

Message design

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Message & Media1Issues and trends > Key concepts >

Sender Receivers

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Learning and InstructionIssues and trends > Key concepts >

1

Learning vs. Instruction

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1

MESSAGE

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??

?? ?

? ?

INSTRUCTION

LEARNING

?

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1

MESSAGE

Physical Form

Receptors

Sensory Register

Attention

Perception

InductiveComposition

WorkingMemory

Comprehension(coding, organization)

Long TermMemory

Retention & RetrievalIntegration, Translation

INSTRUCTION

LEARNING

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Message DesignIssues and trends > Key concepts >

1

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1 Key principlesIssues and trends >

• Message design for instruction

• Message design for learning

• Message design for both instruction and learning

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1 Message design for instructionIssues and trends > Key principles >

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Balance

Consistency

Headings

Typeface

Use of white space

Color

Content

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1 Message design for learningIssues and trends > Key principles >

Relating the target information to the old

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1 Generative Learning StrategiesIssues and trends > Key principles >

Active learner

AnalogiesOutlines

Summaries Outlines

Cognitive maps

Relevant examples

Mnemonics

Problem set

Message design for learning >

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1 Structural CommunicationIssues and trends > Key principles > Message design for learning >

1. Intention

2. Presentation

3. Response array

4. Questions5. Diagnostics

6. Discussion

7. Viewpoints

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Response matrix

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Discussion

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1 Message design for instruction and learningIssues and trends > Key principles >

Attention Perception Learning Concept formation

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3. Effect of method and media on learning


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Cognitive theory of multimedia learning2

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Cognitive theory of multimedia learning2

motivational and affective processes

in multimedia learning

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Cognitive-affective theory of multimedia learning2

Dr. Roxana Moreno19??-2010

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2

1. Independent information processing channels2. Limited working-memory capacity and virtually

unlimited capacity long term-memory 3. Dual coding 4. Active processing5. Affective mediation 6. Metacognitive mediation 7. Individual differences

AssumptionsCognitive-affective theory of multimedia learning >

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2 The effect of confusion on learningCognitive-affective theory of multimedia learning >

Confusion could be

beneficial to learning

Incorrect and contradictory

opinionsWe were

confused by pedagogical

agents.

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2 The effect of decorative illustrations on interest and learningCognitive-affective theory of multimedia learning >

Interesting decorative illustrations

Low level of prior knowledge

High level of prior knowledge

Higher near transfer

Lowernear transfer

Higher far transfer if situational interest increases

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2 The effect of positive emotions on comprehension and transferCognitive-affective theory of multimedia learning >

Using round face-like shapes and warm colors

Lower perceived task difficultyHigher intrinsic motivationBetter comprehension

No effect on transfer

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2

Positive emotions Learning

MotivationCognitive Engagement

? ? ?Non-cognitive

traits (personality,

anxiety, frustration)

?

Suggestions for future studiesCognitive-affective theory of multimedia learning >

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CEIT 504

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Effect of modality principle on learning in different media 3

Media vs. Method vs. Modality

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Modality Principle

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Modality principle

Independent sensory channels

(Baddeley)

Dual-processing model of

working memory (Moreno &

Mayer) Cognitive-affective theory of multimedia

learning (Moreno)

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Method-affects-

learning

Media-affects-learning

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Öğrenci ve öğretmenler değerlendirdi: 'Fatih'in karnesi vasat (Hürriyet, 2015)

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Modality principle is strongest in

cognitive demanding conditions

Modality principle is strongest when students are not

able to control pace of the presentation

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3 Suggestions for future studiesEffect of modality principle on learning in different media >

One-time brief laboratory learning experience

Distance education coursesCooperative learning environments

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3 Suggestions for future studiesEffect of modality principle on learning in different media >

Modality principle Learning

Spatial abilitySelf-regulation

? ?Students’ learning

preferences

?

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4

Dual coding theory

Cognitive load theory

Formal and informal learning

Theories and paradigms underlying message design for mLearningMessage design for mobile learning >

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4 Formal and informal learningMessage design for mobile learning > Theories and paradigms underlying message design for mLearning >

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4 Formal and informal learningMessage design for mobile learning > Theories and paradigms underlying message design for mLearning >

http://ecolearn.gse.harvard.edu/ecoMOBILE/video.php

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4 Devices for message designMessage design for mobile learning >

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4 Principles of designing for different devicesMessage design for mobile learning >

1. Design for the least common denominator

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2. Design for eLearning, adapt for mLearning

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3. Design short and condensed materials for smart phones

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4. Be creative when designing for mobile phones with 4G technologies

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4 Message design principles for mLearningMessage design for mobile learning >

1. Use of audio

2. Captions

3. Icons

4. Use of color

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ReferencesGrabowski, B.L. (1991). Message design: Issues and trends. In G.J. Anglin (Ed.) Instructional Technology: Past, Present and Future, (pp. 202-212). Englewood, CO: Libraries Unlimited.Leutner, D. (2014). Motivation and emotion as mediators in multimedia learning. Learning and Instruction, 29, 174-175.Moreno, R. (2006). Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125-127.Wang, M., & Shen, R. (2012). Message design for mobile learning: Learning theories, human cognition and design principles. British Journal of Educational Technology, 43(4), 561-575.

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Instructional Message DesignCEIT 504