Form and Function: Why Design Matters in Instructional Design

Slide 1: Form and Function: Why design matters in Teaching and Learning CNIE 2008 Banff, Alberta April 30, 2008

Slide 2: Emotion Design Affect Students Learning Faculty Cognition Effective Teaching

Slide 3: Previously Held Ideas Affective Cognitive Domain Domain EMOTIONS REASON

Slide 4: Cognition and Affect • Emotions influence cognition significantly (Donald Norman, 2004) • Positive emotions lead to improved thought process and creativity (Alice Isen, 1990) • Quality design creates positive emotions (Donald Norman, 2004)

Slide 5: Cognition and Affect How does this research influence instructional design? There is a significant emotional component to learning.

Slide 6: Cognition and Affect The extent to which emotional upsets can interfere with mental life is no news to teachers. Students who are anxious, angry, or depressed don’t learn; people who are caught in these states do not take in information efficiently or deal with it well. (Daniel Goleman, Emotional Intelligence, 1995)

Slide 7: Form and Function We design for both our students and faculty.

Slide 8: Linking Concepts • Quality design enhance characteristics of effective instruction • Quality design positive emotions (Donald Norman, 2004) • Positive emotions improved thought processes and creativity (Alice Isen, 1990)

Slide 9: Two Goals • Quality Web Design and Quality Multimedia • “Leave the Instructor in the Course”

Slide 10: Web Design and Multimedia • Visceral • Behavioural • Reflective

Slide 11: Effective Teaching • Interpersonal skills • Knowledge • Learning environment • Quality of presentation • Desire to improve

Slide 15: Albert Johnson Senior Instructional Designer Memorial University St. John’s, Newfoundland Email: albertj@mun.ca Telephone: (709) 737-7697