As we near the end of the 1st fall module, I am proud to look back upon the learning path of Design and Development of Multimedia Instructional Units. We have taken a dive into e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning by the astounding authors, Ruth Colvin Clark and Richard E. Mayer who explained the different guidelines encompassing the Multimedia Principles. This week specifically we tie in all the principles covered to create a worked example, or step-by-step demonstration.
Concept Application
For this project I am redesigning my previous tutorial from my static multimedia project. You can find the original post linked here. In this tutorial I will be walking the learner through creating an account in the platform EdPuzzle, adding multiple choice questions to a YouTube video or personal video of their choice, and publishing the Edpuzzle adaptation video. In this version, I have transitioned my tutorial from being static to video format walking the learner through step by step of the process. This learning platform is one that I personally use often because of its ease of integration, grading capabilities, and ease of use for distance or self paced learners. I'm sure I sound like a walking EdPuzzle billboard, because I am such a huge fan! My tutorial is intended for teachers and course instructors who have a basic competence in using Google applications and learning management systems.
Learning Outcomes
The learner will be able to create an EdPuzzle account.
The learner will be able to add multiple choice questions to a video of their choice.
The learner will be able to publish their EdPuzzle video .
Challenges While Creating
For this assignment I used the Screencastify extension in Google Chrome to record my tutorial. The platform was overall easy to use and integrate. The one of the hardest aspects of the assignment was actually following the Multimedia Principles. I was very apprehensive about if I was being redundant overly or over killing my audience similar to the violations we see often in power point style presentations with the Coherence and Redundancy Principles. All in all I believe a struggle that had to overcome the most, was when to cut off the tutorial and not make it too long. I wanted to ensure I was thorough, not too fast, clearly heard, but not unnecessarily repetitive.
Multimedia Principles Connection
To refresh here is a brief overview of the Multimedia Principles we have covered thus far in the course:
The Contiguity Principle- "...text should be closely aligned to the graphics it is explaining to minimize extraneous cognitive load..." (page 268, Clark and Mayer).
The Modality Principle- "calls for presenting words in spoken form rather than printed form..." (page 376, Clark and Mayer).
The Redundancy Principle-"People learn more deeply from a multimedia lesson when graphics are explained by audio narration alone rather than audio narration and on‐screen text..." (page 466, Clark and Mayer). It is important to note exceptions to this principle: "Some exceptions to the redundancy principle include screens with no visuals, learners who are not native speakers of the course language, and placement of only a few key words on the screen..." (page 467, Clark and Mayer).
The Coherence Principle- "Avoid extraneous audio, graphics or graphic treatments, and words to minimize extraneous processing during learning..." (page 454, Clark and Mayer).
The Personalization Principle- "People learn more deeply from multimedia lessons when learners experience heightened social presence, as when a conversational script with polite wording or learning agents are used..." (page 465, Clark and Mayer).
The principles I tried to really focus on were the Coherence, Personalization, and Modality Principles. I did not use printed words in my tutorial unless it was already on the screen from Edpuzzle to minimize extraneous cognitive load as outlined in the Modality Principle. Usually, I am one to want to add "fluff" to make things look sleek and what I previously thought as engaging. The Coherence Principle really made me thing about whether the "fluff" would actually be beneficial to my intended audience. Lastly, I tried to keep a conversational tone throughout. Although there were instances that I did have to use specific content type vocabulary, I tried my best to use it in a context that lends itself for the learner to use context clues or visuals on the screen.
Thanks for following me 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.
DeBell, Andrew. How to use Mayer's 12 Principles of Multimedia. Water Bear Learning. https://waterbearlearning.com/mayers-principles-multimedia-learning/
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