Instructional Design for Multimedia

Instructional Design for Multimedia Sanjaya Mishra Definition Architecture Design Implementation

Instructional Design for Multimedia Principles of Multimedia Design

Multimedia principle: Use both graphics and words

Contiguity principle: Place related words and graphics together

Modality principle: Present words as speech rather than on screen text

Redundancy principle: Avoid presenting words as narration and text together

Coherence principle: Avoid extraneous sound and pictures

Personalization principle: Use conversational style and learning agents

Practice principle: Give opportunities for interactions related to authentic events

Instructional Design for Multimedia Principles of Multimedia Design Multimedia principle: Use both graphics and words

Instructional Design for Multimedia Principles of Multimedia Design Contiguity principle: Place related words and graphics together

Instructional Design for Multimedia Principles of Multimedia Design Modality principle: Present words as speech rather than on screen text

Instructional Design for Multimedia Principles of Multimedia Design Redundancy principle: Avoid presenting words as narration and text together

Instructional Design for Multimedia Principles of Multimedia Design Coherence principle: Avoid extraneous sound and pictures

Instructional Design for Multimedia Principles of Multimedia Design Personalization principle: Use conversational style and learning agents

Instructional Design for Multimedia Principles of Multimedia Design Practice principle: Give opportunities for interactions related to authentic events

Instructional Design for Multimedia Instructional Design as a Process Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities

Instructional Design for Multimedia Instructional Design as a Discipline Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

Instructional Design for Multimedia Instructional Design as a Science Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.

Instructional Design for Multimedia Communication Process Sender Receiver Message through Media Feedback

Instructional Design for Multimedia Systems Theory Input Process Output Feedback

Instructional Design for Multimedia Instructional Systems Design Instructional Objectives Instructional Procedures Evaluation Feedback

Interactive Multimedia

Neither hardware, nor software (but teaching-learning technology)‏

Interactive (learner control of learning environment)‏

Multimedia (Unlike TV  Computer-based) network

Combines: text, pictures, animation, audio, video

Instructional Design for Multimedia Objectivism and Instructional Design

Knowledge exists separate from knowing

Human beings acquire knowledge in an objective manner through senses

Learning consists of acquiring truth

Learning can be measured precisely with tests

Instructional Design for Multimedia Constructivism and Instructional Design

Knowledge does not exists outside the bodies and minds of human beings

Knowledge is constructed individually based on experience and reflection

Best learning can be estimated through dialogues and observation

Learning comes through discussion and engagement

C onstructivist L earning E nvironment Instructional Design for Multimedia

Active manipulation of learning objects

Learners construct their own meaning

Collaboration in learning communities

Learning is essentially a social, dialogic process

Enhance critical and Reflective Thinking

Situated or contextual learning

Learning is goal-directed

Instructional Design for Multimedia Constructivism and Instructional Design

Provide experience in and appreciation of multiple perspectives

Embed learning in realistic and relevant context

Embed learning in social experience

Encourage ownership and voice in the learning process

Encourage use of multiple modes of representation

Provide experience of knowledge construction process

Instructional Design for Multimedia 9 Instructional Events Generalising Enhancing retention and learning transfer Cuing retrieval Assessing performance Reinforcement Providing information and feedback Retrieval and responding Eliciting performance Semantic coding Guided learning Selective perception Presenting stimuli with distinctive features Retrieval to working memory Stimulating recall of prior learning Expectancy Informing learner of lesson objectives Alertness Gaining Attention Internal Learning Process External Instructional Event

Instructional Design for Multimedia DADI Help Me D efinition A rchitecture D esign I mplementation

Instructional Design for Multimedia D efinition