Modality and Redundancy Principles Application

Welcome to week 3 of my journey! This week my course in Design & Development of Multimedia Instructional Units dives into more principles to consider when creating resources or e-Learning materials for learners. It is important to continuously note that these principles are not hard set rules, but yet guiding parameters for creating effective multimedia instructional units.

Modality and Redundancy Principles

To briefly summarize, in chapter 6 of e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, the authors, Ruth Colvin Clark and Richard E. Mayer explain that the Modality Principle gives us guidelines for when it is best practice to use audio narration and when to use printed text. My personal take away is to keep in mind that we (instructors, educators, teachers, etc.) don't overstimulate our learners and prevent them from processing the information we are trying to convey. Clark and Mayer specifically state, "When the learner is not a native speaker of the language of instruction or is extremely unfamiliar with the material, it may be appropriate to present printed text," (page 127, Clark and Mayer). Likewise, in chapter 7 Clark and Mayer point out with the Redundancy Principle that "people learn better from concurrent graphics and audio than from concurrent graphics, audio, and on‐screen text" (page 131, Clark and Mayer). This is because "...learners might pay so much attention to the printed words that they pay less attention to the accompanying graphics. When their eyes are on the printed words, learners cannot be looking at the on‐screen graphics. In addition, learners may try to compare and reconcile on‐screen text and the narration, which requires cognitive processing extraneous to learning the content," (page 133, Clark and Mayer).

Concept Application

I was particularly ecstatic to see Clark and Mayer point out that it's best to use printed words when it is not in the learner's native language. This is something I encounter and integrate often working in a Title 1 school in Texas with a high number of English Language Learners. In Texas we categorize our students with limited English language proficiency into four stages using our TELPAS monitoring system: beginner, intermediate, advanced, and advanced high. Once students have reached the advanced high they are no longer consider to have limited proficiency and can be exited out of the monitoring system. My narrated presentation aims to show examples of when to have both narrated and on screen text specifically with English Language Learners, and when not to have on screen text, concurrent graphics, and narrated audio. The intended audience for my presentation would be for educators who are unfamiliar working with those with limited English language proficiency. You can find my narrated presentation linked in the YouTube video in this blog post.

Learning Outcomes:

1. The learner will be able to identify what ELL means.

2. The learner will be able to determine when it is appropriate to use audio narration and on-screen text for ELLs.

Thanks for sticking with me for yet another week as I continue through this journey, and as always: Geaux Tigers!

Reference:

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.