Week 5 Reflection

Lessons Learned

I’ve been lucky enough to have been taking two classes that have complemented each other this semester.  In addition to my Multimedia in Technology Applications class, I am also taking a Cognitive Psychology course.  While at first glance, one would think that the psychology course would not have a direct relationship with a technology class, I’m finding the opposite to be true.  This is especially true in my study of Dual Coding theory and Cognitive Load.  Without diving into too much detail, the Dual Coding theory states that we have two input channels- verbal and image pathways- and that utilizing both of these pathways in instruction allows learners to better absorb and recall information later.  The Cognitive Load theory focuses on our limited amount of working memory and suggests that utilizing both pathways (an example would be using pictures to support a lecture) lessens the load on the learner’s working memory.  When discussing these related theories, there are also concepts known as the split-attention theory and redundancy principle, both of which discuss how the images being displayed (or how the text accompanying the images) can, if not properly designed, overload the working memory and hurt the learning process. 

This is all to say that I see how the use of visual-textual instruction can benefit teaching and learning.  By utilizing different pathways, we give our students as many opportunities as we can for them to learn the information we’re teaching.  I also see that there is a danger in using visual-textual instruction improperly, particularly the risk of overwhelming a student if the material is too confusing or improperly designed.  This knowledge impacts my teaching and learning by promoting awareness of the benefits and pitfalls of the different kinds of media I use in my lessons, and even more so, by emphasizing the importance of proper instructional design when I create my material.

For our next project, I get to use images and text.  I feel confident that this will allow me to build a better lesson because I can use the text to clarify important points that images alone would not allow.  In the same respect, images can bring a whole new level of understanding that words on a page do not, by themselves, have the ability to convey.  But in using multiple forms of media, I need to exercise caution.  The images I created are mostly sufficient to get the point of my lesson across- I need to avoid adding excessive text and overwhelming the reader.  By keeping the lesson as simple as possible, I’ll increase the likelihood that my learners will be able to understand my instruction.  As I move into my next project, I’ll keep the lessons I’ve learned in mind and keep it simple!

Week 4 Reflection

More Than Words

This week I got the chance to design an instructional piece using only a single media- in this case graphics- to teach.  I used Photoshop to gather images and put them together into a step-by-step recipe, all without a single word of text.  I've got to admit, it was much more challenging than I expected!  With a recipe, you've got to communicate important things like the temperature of the oven and the amount of time the meal needs to cook.  I had to get creative, and used a picture of an oven dial with an arrow pointing to the correct temperature, and I used two pictures of a clock showing the start and end times for the cooking.  It was challenging, but I loved working in Photoshop for the first time!

I learned a lot from this lesson... first, designing from a single media perspective forces you to make the lesson as easy to understand as possible.  The absence of text in this lesson ensured that I couldn't rely on writing to get my message across, and that forced me to simplify the instruction.  Using only graphics for a lesson does have the limitation of decreased clarification in some areas- while text can potentially confuse a reader, so can graphics.  A combination of the two, even if the text is used sparingly, might be best.  A graphics-only design would be beneficial if you're teaching someone who has difficulties reading or speaking the English language.  The lesson I designed could potentially be used by anyone speaking any language.  In the future, I can definitely see myself creating more step-by-step guides using only graphics.  Besides the fact that it simplifies the instruction, it's also novel and fun.  And when you're training bored employees in a financial services setting, sometimes using something a little different can help grab their attention for a bit!

The main limit I see to using media in general for learning and teaching is to not rely too much on only one type of media.  We need to change it up- one, to keep the material from getting predictable and boring, and two, to engage our learners in every way possible.  In our reading this week by Richard Clark, he argued that the underlying learning theory is what produces learning, not the media itself.  I agree with that to a certain degree, but not completely.  I know that certain media makes it easier for learners to absorb information.  I, for example, learn much better by watching a video than I would by reading a book.  That's just the way my brain works.  Others might learn differently.  But Clark is right regarding the need for incorporating that underlying learning theory.  When I design training for work, do I start at the virtual class or eLearning module and work my way backward?  Of course not!  I start with the problem, see if it even needs to be addressed with training, and if so, I look at the competency level of the learners and the tasks that need to be learned, and I work up from there.  The media is a tool, not the end goal.  

Week 3 Reflection

Winter is Coming!

This week’s assignments focused on visual literacy and the design of instruction.  I read articles on visual literacy, color theory, and visual design.  Part of my assignment involved finding websites that displayed good visual design principles. I found a really great Game of Thrones website that I had never seen before. In addition to great design, it was also very thorough in its coverage of the source material!

It was interesting getting to read the science behind design. Many of the things I read about color and design principles were things that, on an subconscious level, I already knew… when you think about it, we all have a decent idea of what makes a good design and a bad design because we’ve all had the chance to experience both! But learning the “whys” behind the design choices, as well as the steps to consider when designing in the future, was really illuminating.

In particular, I found the discussion of color very helpful.  When developing eLearning for my job, I try to create an environment that is clean while still being stimulating. Because I don’t want to clutter my screen up with unnecessary distractions, I use strategically placed color to highlight images and text. While I’ve been given a color palette from our Marketing team, I have the creative freedom to make different choices. The discussion of the color wheel and different color schemes has opened my eyes to new ways of looking at the design of my eLearning modules. I also see how design can detract from the learning process, if done poorly.  I’ve personally seen colors that were too garish, inappropriate, or clashed with the material being taught. I do my best to avoid those design mistakes when I can! 

I believe that visual design is an absolutely integral part of the development of media for learning.  While text alone has its uses, we want to try to engage our students on multiple levels to keep them engaged. Providing stimulation to both their verbal and visual channels helps to balance the students’ cognitive load and makes the material easier to remember and recall.  Good visual design transcends media formats. On an unconscious level we respond to good visual design, and as instructional designers, don’t we have the responsibility to give our learners every advantage we can provide?

Week 2 Reflection

Using Text and Hypertext

It's funny how spoiled we've become in such a short amount of time!  Creating a lesson with the added restriction of only using text and hypertext definitely had me thinking outside the box.  How can you keep a page interesting without pictures or visual aides?  How can you clearly separate different sections of your text without adding shapes or other visual cues?  We've gotten so used to using video and links in our training material that when they're taken away, we feel as though our hands have been tied.

I approached the challenge by adjusting font size, weight, and color in my lesson.  I chose to keep the colors bright, since my lesson covered cooking something with a little bit of spice and the colors seemed appropriate.  I used spaces and indentations to clearly mark where one section ended and another began.  And the introduction of hyperlinks was a fun addition to my toolset, as I was able to create a navigation menu and link the menu options to each of the different sections.  I can see how this format would be helpful to students, especially if they're reading something with a lot of content. 

As an instructional designer, this text-only format shows me how to make simple text more engaging and interactive.  In the end, I'm glad that I was given this assignment.  The restrictions helped me focus on the message I was delivering, instead of allowing me to rely on a video or a website to teach the content.