What have I learned about designing instruction from a multiple media perspective?

     Creating instructions in one media format can limit your ability to effectively teach the concept or skill. For example, when I created the instructions using graphics with no text, the graphics did not provide all of the details that were necessary to understand the procedures at the targeted level of understanding. If I could have added a few words onto the graphics, the learner could have interpreted the instructions more easily and perhaps somewhat faster.  

     In addition, I have learned that we remember or comprehend more items when we both hear or read content and visualize the content at the same time. And learner comprehension improves as students participate or actually do the procedures or tasks in cooperative groups or on their own. So providing instructions in multiple formats can increase the memorization or comprehension of the skill long term.

     I also think that using images and text is better than using a single form of media to teach a lesson since comprehension improves as we process multiple formats of information. In addition, using both text and images can provide instructions to those who are visual learners. Using both graphics and text can benefit teaching and learning because the teacher can meet the needs of more learning styles, therefore increasing student comprehension.

     One potential issue with using multiple forms of media in the lesson is that it could be distracting to some students. Some students might find it difficult to process various types of information at once. The information could be overwhelming and therefore they are not able to process the instructions. This could also be true when considering the use of hypertext in the lesson. Hypertext offers the learner many choices and avenues to explore. Some students might find reading through hypertext difficult to focus on the learning objective because their attention and interest are taken into many directions. Teachers would want to provide strategies for staying on task for these students when using hypertext in lessons. One tool the instructor could use is a Web app called Symbaloo that can be utilized to bookmark only the pages that the instructor wants the students to focus on. Another website that I have used is the WebQuest site. Instructors can bookmark the links and add questions that students can focus on while reviewing the bookmarks.

     Using both text and graphics will impact teaching and student learning. Teachers will need to ensure that they are delivering the lesson in multiple formats to reach the various student learning styles, but also be aware not to distract from their lesson by utilizing too many at once. Learning can be improved if the appropriate format is matched with the student’s learning style.  

What have I learned about exclusively using a single media such as graphics to teach?

The most important item learned about using only one form of media to develop a lesson is that it limits the activities that you can use to teach the skill. In addition, is the form of media used to teach the lesson effective for all of the learners? Some learners are auditory or kinesthetic, while others may be visual. Therefore, visual materials might not be the best type of resources to use for a group of learners. Using a combination or various media is a better way to present the lesson or skill to a class. However, for individualized instruction, you might provide all of the instructions or activity in a visual format if that is the most helpful or best format for the learner.

When developing the lesson or directions using visuals, I found that I assumed the person looking at the directions had some prior knowledge that supported the activity. If they didn’t have any prior knowledge, there would be several pages of graphical directions explaining every little detail. So the learner had to distinguish or draw some conclusions on his/her own. 

In addition to drawing the graphics, I used color to indicate or signal an action or provide more cues about the meaning of the drawing. Placement, size, and color of images helped provide more information in the visual directions. Ideas and communications could be accomplished without text.

What I agree with from Clark’s article, is that too many times a new media is invented, and as educators, we implement the new learning technology expecting instant results in learning outcomes (Clark, 1994). As Clark states, we “reinvent the wheel” on a constant basis and inadequately. The point is made that the instructional method should not be ignored just because new media is being used. For example, students can listen to their teacher read a book out loud, a student can listen to a book on CD in a listening center, or a student can follow along in an audiobook. The reading comprehension strategies are still utilized when reading, but the media used for reading itself can be substituted at this stage with various media.  

References

Clark, R (1994).  Media and Method. Educational Technology Research and Development,

Volume 42, Issue 3, pp 7-10

How does visual design and color theory support and aid teaching and learning?

When you are designing lesson documents, it is important to present the information in a format that is easily understandable for the learner. The use of appropriate color theory and visual design can help highlight the main idea or most important information for the learner to focus on. Too much color or information presented in an unbalanced or unorganized design can make it difficult for the learner to process the information. Providing well-structured directions and graphical organizers can help the learner develop and internalize organizational skills to utilize when introduced to new concepts.

Visual design should be considered when designing any lesson that includes visual aids such as whiteboards, flip charts, document cameras, posters, and written directions for learning centers. Today’s classroom is full of technology equipment, word walls, daily procedures, and independent learning and listening centers. All of these items display instructional materials that support the learning objectives. Teachers should use the visual design elements such as repetition, contrast, balance, dominance, and size when displaying key concepts on the visual aids throughout their class.

Use of color and color combinations can aid both written and graphical information. For example, teachers may use a particular color in his/her directions that indicates a procedure or process. The color should be appropriate for the activity and aid the learner in deciphering and understanding the information. Green text or highlights could indicate that students need to go on to the next step. Red could indicate a time to stop and reflect. The colors should be consistent and should complement each other using the color theory elements, so the color doesn’t distract the student or make the information difficult to read or understand.

When you use a balance of visual design and color theory in lesson documents, it can aid the learner’s comprehension. Teachers should consider the best way to present information for each  student's unique learning style. Then utilize the elements of visual design and color to aid and improve student learning.

What have I learned about the design of instruction using text and hypertext?

My first reaction is that it was very difficult not to include images or video in the step-by-step instructions of the lesson. In addition, it was hard to find resources or hyperlinks online without video or images that support the lesson that I was designing. Writing out the steps also took more time than I would normally spend on creating the instructional materials. It would be much easier to find a video that someone has already made to align with the lesson.

On the other hand, using only text and hyperlinks made me think through the steps and brainstorm the sequence of the activities more than usual. In the past, I have been guilty of finding videos that include additional or irrelevant information along with the concepts that I am teaching because it was a quicker way to develop the lesson or professional development session. However, I know that the step-by-step text directions that I have provided are all relevant and will save the learner time because they will not be receiving information that is not relevant to the current lesson. As a learner, I often get frustrated when videos and information is not aligned in an organized and logically sequenced manner with the instruction because it wastes the learner’s time sorting through the information.

In some instances, this format could be helpful for students because it provides a written step-by-step process of learning. The cognitivist theory supports lessons that provide structures students can use and internalize so the structures or procedures can be used to solve problems when new situations arise (Ertmer and Newby, 2013).

Providing only text and hypertext in the instructional document limits the examples that can be provided to the learner. Teachers must take into consideration how to present information to their individual students because students have various learning styles. For example, some students are visual learners and some students are auditory learners. The lesson materials should include references for all learning styles being addressed.

References 

Ertmer, P. A. and Newby, T. J. (2013), Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Perf. Improvement Qrtly, 26: 43–71. doi: 10.1002/piq.21143

What do I know about the use of media for learning?

Personally, I know that I would much rather watch a video than read a “how to” article on any given topic. For example, this Christmas I was helping a 5^th grader learn to make bracelets with her new loom. We read the directions together over and over and were stuck on step 2 for some time. I picked up my iPad and after searching YouTube for a “how to” video, we were well on our way to creating bracelets within a minute of watching the video! The demonstration in the video made learning the concept so easy and will be a good reference for her in the future.

The use of multimedia makes learning easy by demonstrating or modeling a concept, allowing you to work at your own pace, and gives you the ability to watch the media over and over if you are having trouble grasping the idea. When learning from relevant and meaningful media resources, the classroom can be anywhere and learning can happen at any time.

Like in the example of making bracelets, I often go to YouTube for answers! Most of the time, someone has posted a video that can offer some valuable information. I have also used a free program, screen-o-matic, to capture and record “how to” videos for our staff when we want to teach a new software or Web App that they can use in their classroom. This allows them to watch it as they need or at their convenience.

 

There are many Web Apps in which you can make great multimedia presentations. Slideshare and present.me are a couple that I use when collaborating or presenting online. In addition, resources like Khan Academy that offer a collection of math and science videos organized by objectives are useful for students to use when doing homework and if they need that extra help. Also, the flipped classroom approach encourages the students to watch these presentations outside of class so that the face-to-face time enables the teacher/facilitator to guide and help students with class projects or assignments.