ELET5160 Multimedia Design Principles
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ELET5160 Multimedia Design Principles

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RMCAD Summer Girls Instructional Design Team Project: Multimedia Design Principles

RMCAD Summer Girls Instructional Design Team Project: Multimedia Design Principles

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ELET5160 Multimedia Design Principles ELET5160 Multimedia Design Principles Presentation Transcript

  • Multimedia in the Classroom: Design Principles
  • The RMCAD Summer Girls Instructional Design Team, August 2013 Katy Mathes, Project Manager Margaret Libertini, Subject Matter Expert Jenna Cronk, Instructional Designer Diane Cecere, Multimedia Developer
  • The ADDIE Model http://www.nwlink.com/~donclark/history_isd/addie.html
  • Cognitive Theory of Multimedia Learning consists of three main assumptions: 1) there are two separate channels (auditory and visual) for processing information; 2) there is a limited channel capacity; and 3) learning is an active process of filtering, selecting, organizing, and integrating information. LEARNINGAUDITORY VISUAL
  • Cognitive Overload
  • Multimedia Principle
  • Contiguity Principle Definition: “People learn more deeply from words and graphics than from words alone (Mayer, 2008)” In e-learning, the Contiguity Principle has two purposes: 1) placement of words near the graphic 2) synchronize spoken words with graphics
  • Contiguity Principle
  • FORMATIVE ASSESSMENT The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • help faculty recognize where students are struggling and address problems immediately • help students identify their strengths and weaknesses and target areas that need work Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: • draw a concept map in class to represent their understanding of a topic • submit one or two sentences identifying the main point of a lecture • turn in a research proposal for early feedback
  • Which is Correct? • The Stamen of the flower is its pollen producing organ. • The Stamen of the flower is its pollen producing organ.
  • Which is Correct? • The Stamen of the flower is its pollen producing organ. • The Stamen of the flower is its pollen producing organ.
  • Modality Principle uses narration and graphics simultaneously to enhance the users comprehension of what is being displayed in the presentation in conjunction with the verbal content.
  • SYMBOLS OF EDUCATION
  • Redundancy Principle uses narration, text AND graphics. It is not a good practice to use onscreen text with narration. This could cause memory overload if the learner is trying to read onscreen text and comprehend the narration simultaneously. The text becomes more distracting to the presentation. YES= = NO
  • http://www.youtube.com/watch?v=MjcO2ExtHso
  • SUMMATIVE ASSESSMENT The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: • a midterm exam • a final project • a paper • a senior recital Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. If you are interested, you may participate in the Summative Assessment for this presentation, Multimedia in the Classroom: Design Principles. You will find it on the course site.
  • RESOURCES ADDIE model. 2013. Retrieved from http://elearning.niu.edu/edtech/courseDevelopmentdemo/courseDevelopmenttxt_demo.html Auditory. 2013. Retrieved from http://www.factrange.com/our-left-ear-is-better-at-listening-music-while-the-right-ear-is-better-for-hearing/ Brain/Learning. 2013. Retrieved from www.blueoceanbrain.com Contiguity principle. 2013. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6693 Flower parts diagram. 2013. Retrieved from SAPS_Reproduction_Life_Cycles_PartB.pdf Formative and summative assessments. 2013.Retrieved from http://www.cmu.edu/teaching/assessment/basics/formative-summative.html Formative assessment slides: flower. 2013. Retrieved from Modality principle. 2013. Symbols of Education: Apple, Books, & Laptop Computer. Retrieved from http://akeynotespeaker.com/education- technology-speaker-schools/ Multimedia design principles. 2013. Retrieved from http://www.learningsolutionsmag.com/articles/222/designing-for-mobile-learning-clark- and-mayers-principles-applied/page2 Multimedia principle chart. 2013. Retrieved from http://etec.ctlt.ubc.ca/510wiki/ Music. 2013. “All Summer Long”. Retrieved from iTunes. Pie charts. 2013. Retrieved from http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/ Redundancy principle scales. 2013. Retrieved from http://blog.commlabindia.com/elearning/modality-principle-in-elearning Students at computers. 2013. Retrieved from http://www.technapex.com/category/culture/teacher-student/page/10/ Twenty-first century classroom graphic. 2013. Retrieved from http://edudemic.com/wp-content/uploads/2012/07/21st_century_classroom.jpg Visual. 2013. Retrieved from http://abcnews.go.com/Health/writing-eyes-researchers-make/story?id=16861469 YouTube video: Life after death by powerpoint. 2013. Retrieved from http://www.youtube.com/watch?v=MjcO2ExtHso
  • THANK YOU FOR WATCHING! If you would like more information, please contact our team members: Katy Mathes, Project Manager: katherine.mathes@rmcad.edu Margaret Libertini, Subject Matter Expert: margaret.libertinilucero@rmcad.edu Jenna Cronk, Instructional Designer: jenna.cronk@rmcad.edu Diane Cecere, Multimedia Developer: diane.cecere@rmcad.edu Education, Leadership, & Emerging Technology Graduate Degree Students at the Rocky Mountain College of Art & Design Denver, Colorado