e-learning project paper prototype - nick...

Running Header: E-LEARNING PROJECT PAPER PROTOTYPE

E-Learning Project Paper Prototype By Nicholas Rider Purdue University

EDCI-569

E-LEARNING PROJECT PAPER PROTOTYPE 2

Contents Project Title ....................................................................................................................... 3 Identified Technologies ..................................................................................................... 3 Learning Objectives .......................................................................................................... 3 Slide Index ......................................................................................................................... 4 Learning Path .................................................................................................................... 4 Project Storyboard............................................................................................................ 5 Appendix A: Slide and Media Content ......................................................................... 21

Slide 1: Page Text ......................................................................................................... 21 Slide 1: Video Script ..................................................................................................... 21 Slide 2: Page Text ......................................................................................................... 23 Slide 3: Page Text ......................................................................................................... 23 Slide 4: Quiz Text ......................................................................................................... 24 Slide 4a: Quiz Questions ............................................................................................... 24 Slide 5: Page Text ......................................................................................................... 26 Slide 6a: Quiz Text ....................................................................................................... 27 Slide 6b: Quiz Questions .............................................................................................. 27 Slide 7: Page Text ......................................................................................................... 28 Slide 8a: Quiz Text ....................................................................................................... 29 Slide 8b: Quiz Questions .............................................................................................. 29 Slide 9: Page Text ......................................................................................................... 32 Slide 10a: Quiz Text ..................................................................................................... 32 Slide 10b: Quiz Questions ............................................................................................ 32 Slide 11: Page Text ....................................................................................................... 37 Slide 12: Page Text ...................................................................................................... 37

5 Star Instructional Design Rating ................................................................................ 39 Appendix B: Multimedia Assignment Grading Rubric .............................................. 43 Appendix C: Course Evaluation Survey ....................................................................... 44 Appendix D: Project Proposal ....................................................................................... 45

Subject and Learning Context ....................................................................................... 45 Target Learners ............................................................................................................. 45 Intended Instruction and Assessment Plan ................................................................... 46 Learning Environment/Proposed Delivery Method ...................................................... 47 Learning Objectives ...................................................................................................... 47

References ........................................................................................................................ 48


Project Overview For this e-learning project, the focus will primarily be on Richard Mayer’s (2009) 12 Principles of Multimedia Design. The idea is to introduce learners to the idea of multimedia in instruction, why they may wish to use multimedia, and how to assess if a particular piece adheres to the principles.

The need for this instruction stems from a number of initiatives and determined priorities at Indiana Wesleyan University (IWU). For more information regarding the context of this project, learner characteristics, and initial scope, please refer to Appendix D: Project Proposal. What follows are specifications for the prototyping of this courseware.

Identified Technologies • Canvas LMS by Instructure • Articulate® Storyline • TedED Lessons

Learning Objectives

Objective One Define evidence-based practice and recall characteristics of good research with 90% proficiency.

Objective Two Identify features of Mayer’s Cognitive Theory of Multimedia Learning.

Objective Three Differentiate between the 12 Principles of Multimedia Design based on Mayer’s (2009) Cognitive Theory of Multimedia Learning with 100% accuracy.

Objective Four Identify violations of the principles in multimedia with at least 90% proficiency.

Objective Five Create a multimedia item that respects 4 or more of the principles, while not violating any of them.

https://www.canvaslms.com/

https://www.articulate.com/products/storyline-why.php

http://ed.ted.com/on/oeE1usS6


Slide Index 1 Introduction 2 Table of Contents/Modules 3 Module 1: Research Matters 4a Module 1: Quiz Intro 4b Module 1: Quiz Questions 5 Module 2: Multimedia Learning 6a Module 2: Quiz Intro 6b Module 2: Quiz Questions 7 Module 3: 12 Principles 8a Module 3: Quiz Intro 8b Module 3: Quiz Questions 9 Module 4: Failure to Adhere

10a Module 4: Quiz Intro 10b Module 4: Quiz Questions 11 Module 5: You’ve Got This! (Assignment Submission) 12 Conclusion and Next Steps

Learning Path


Project Storyboard

Slide: 1 of 12 Title: Home

Platform Canvas LMS

Layout

Type

Canvas Page

Media

Video Introduction

Styles

Native Canvas Styles

Navigation

Left menu navigation should consist of Home (current page), Modules, and Grades

Narration: None for screen, see Appendix A for video narration

Content See Appendix A: Slide and Media Content

Notes

Video Introduction will briefly cover the course objectives and how to navigate the course. Video script in Appendix A.


Slide: 2 of 12 Title: Modules

Platform Canvas LMS

Layout

Type

Canvas Modules Page

Media

None

Styles


Navigation

Left menu navigation should consist of Home (current page, Modules, and Grades. Modules should be highlighted.

Clicking on a module title (in the Content Region) will take a user to that module.

Narration: None

Content

The content for this page is solely the list of modules generated by the Canvas system. These are listed in Appendix A. See Appendix A: Slide and Media Content

Notes

Activities and Quizzes should be indented significantly to clearly show repeating structure.


Slide: 3 of 12 Title: Module One: Research Matters

Platform Canvas LMS

Layout

Type

Canvas Content Page

Media

textbook-cover1.jpg

Styles


Navigation


Prev Btn > Slide 2 Next Btn > Slide 4a In page links provided to Activity 1 (Slide 3a) and Quiz 1 (Slide 3b).

Narration: None

Content

The content for this page is available in Appendix A. See Appendix A: Slide and Media Content

Notes


Slide: 4a of 12 Title: Module One: Research Matters Quiz

Platform Canvas LMS

Layout

Type

Canvas Quiz Page

Media

None

Styles


Navigation

Prev Btn > Slide 3 Next Btn > Slide 5 (which may be locked or unlocked if they have taken the quiz already). BUTTON > Slide 4b

Narration: None

Content


Notes


Slide: 4b of 12 Title: Module One: Research Matters Quiz Questions

Platform Canvas LMS

Layout

Type

Canvas Quiz Page

Media

None

Styles


Navigation

Next/Prev navigation disappears. Quiz has Next button to advance to next question. Submit Quiz allows learner to submit quiz at any point.

Narration: None

Content

The content for the quiz questions is available in Appendix A. See Appendix A: Slide and Media Content

Notes

Please advise if quiz question format should change for easier ingestion into the Canvas LMS (e.g., Respondus format)

Quiz questions should be put into a bank for randomization and the choices should be shuffled (except for T/F it should always be T/F in that order). This applies for all subsequent quizzes.

All quizzes require 90% or greater to move on.


Slide: 5 of 12 Title: Module Two: Multimedia Learning

Platform Canvas LMS

Layout

Type

Canvas Content Page

Media

TedED-Capture.jpg

TedED Lesson

Styles


Navigation


Prev Btn > Slide 4b Next Btn > Slide 6 In page links provided to TedED presentation and Quiz.

Narration: None

Content


Notes

In this slide, the TedED lesson link should not be where the Media Placeholder is – rather in the Content Region as indicated in Appendix A.



Slide: 6a of 12 Title: Module Two: Multimedia Learning Quiz

Platform Canvas LMS

Layout

Type Canvas Quiz Page

Media

None

Styles


Navigation

Prev Btn > Slide 5 Next Btn > Slide 7 (which may be locked or unlocked if they have taken the quiz already). BUTTON > Slide 6a

Narration: None

Content


Notes


Slide: 6b of 12 Title: Module Two: Multimedia Learning Quiz Questions

Platform Canvas LMS

Layout

Type

Canvas Quiz Page

Media

None

Styles


Navigation


Narration: None

Content


Notes

See note on 4a.


Slide: 7 of 12 Title: Module Three: 12 Principles

Platform Canvas LMS

Layout

Type

Canvas Content Page

Media

Articulate Storyline File: 12 Principles for Designing Multimedia Instruction.zip (in development) Styles


Navigation

Prev Btn > Slide 6 Next Btn > Slide 8a

In page links provided to Articulate activity and Quiz.

Narration: None

Content


Notes

Articulate Presentation should open in a new tab/window. Media Placeholder can be disregarded as link to quiz and presentation are in the content.


Slide: 8a of 12 Title: Module Three: 12 Principles Quiz

Platform Canvas LMS

Layout


Media

None

Styles


Navigation

Prev Btn > Slide 7 Next Btn > Slide 9 (which may be locked or unlocked if they have taken the quiz already). “Take the Quiz” > Slide 8b

Narration: None

Content


Notes


Slide: 8b of 12 Title: Module Three: 12 Principles Quiz Questions

Platform Canvas LMS

Layout

Type

Canvas Quiz Page

Media

None

Styles


Navigation


Narration: None

Content


Notes

See note on 4a.


Slide: 9 of 12 Title: Module Four: Failure to Adhere

Platform Canvas LMS

Layout

Type

Canvas Content Page

Media

Articulate Storyline File: Failure to Adhere.zip (in development) Styles


Navigation

Prev Btn > Slide 8 Next Btn > Slide 10a

In page links provided to Articulate activity and Quiz.

Narration: None

Content


Notes

Articulate Presentation should open in a new tab/window. Media Placeholder can be disregarded as link to quiz and presentation are in the content.


Slide: 10a of 12 Title: Module Four: Failure to Adhere Quiz

Platform Canvas LMS

Layout


Media

See Appendix A for assessment media items (multiple) Styles


Navigation

Prev Btn > Slide 9 Next Btn > Slide 11 (which may be locked or unlocked if they have taken the quiz already). “Take the Quiz” > Slide 10b

Narration: None

Content


Notes


Slide: 10b of 12 Title: Module Four: Failure to Adhere Quiz Questions

Platform Canvas LMS

Layout

Type

Canvas Quiz Page

Media

None

Styles


Navigation


Narration: None

Content


Notes

See note on 4a.


Slide: 11 of 12 Title: Module Five: You’ve Got This!

Platform Canvas LMS

Layout

Type

Canvas Assignment Submission Page

Media

None Styles


Navigation

Prev Btn > Slide 10 Next Btn > Slide 12

In page link provided to assignment submission.

Narration: None

Content


Notes

Media Placeholder is replaced by the Submit Assignment button.

Allowed assignment types include Website URL, Media Recordings, File Uploads. Assignment is worth 10pts – graded by rubric Appendix B.


Slide: 12 of 12 Title: Conclusion and Next Steps

Platform Canvas LMS

Layout

Type

Canvas Content Page

Media

12-Principles-Infograph.pdf Styles


Navigation

Prev Btn > Slide 10 Next Btn > Slide 12

In page links provided to final assignment grading rubric, job aid, lesson survey, and ID team contact info – all referenced in Appendix A.

Narration: None

Content


Notes.


Appendix A: Slide and Media Content

Slide 1: Page Text Designing Effective Multimedia for Learning Welcome to CW-105: Designing Effective Multimedia for Learning!

Learning media make up a significant portion of our online learning activities and, consequently, our online experience. They are the info graphs, the PowerPoint presentations, the video lessons, and the diagrams. They consist of images, audio, video, text, and more. In online learning, learning media are often included with the intent of fostering student learning. Unfortunately, labeling something learning media (or a learning object) does not, suddenly, make it great at effecting learning.

Sadly, these items are often fraught with issues that make learning more difficult. For example, did you know "students learn better from animation and narration than from animation, narration and text" (Mayer, 2001, p.147)? Or that "people learn more deeply from a multimedia message when cues are added that guide attention to the relevant elements of the material" (Mayer, 2014 p.263)?

Join us as we dive into Richard Mayer's evidence-based principles that effect better learning from multimedia design.

Outcomes

By the end of this course, you should be able to:

1) Define evidence-based practice and identify characteristics of good research. 2) Identify features of Mayer’s Cognitive Theory of Multimedia Learning. 3) Differentiate between the 12 Principles of Multimedia Design based on Mayer’s

(2009) Cognitive Theory of Multimedia Learning with 100% accuracy. 4) Identify violations of the principles in multimedia with at least 90% proficiency. 5) Create a multimedia item that respects 4 or more of the principles, while not violating

any of them.

Slide 1: Video Script [Scene 1: Fade in to course screen, zoom slowly out, add in a video thumbnail to content, change the thumbnail to be more engaging, then remove the thumbnail altogether]

Narration: CW-105 has been designed to assist you in the course development and review process. By focusing on what makes media effective for learning, you should be able to come away from this course better prepared to assess when media in your course content should be added, improved, or removed.


[Scene2: List objective 1, read it, discuss it, proceed to next objective, show it, read it, discuss it, repeat for remaining objectives]

Narration: Let’s take a few seconds to talk about what you will be able to do following successful completion of this course.

Our first goal is to “Define evidence-based practice and identify characteristics of good research.” There are many possibilities when it comes to making design decisions. We’ll look at some of those options and explore what is meant by “good research.”

Our second goal is to “Identify features of Mayer’s Cognitive Theory of Multimedia Learning.” We’ll hear from today’s most quoted scholar on multimedia instruction and consider various facets of his theory.

Our third goal is to “Differentiate between 12 Principles of Multimedia Design (Mayer, 2009).” From Mayer’s extensive research, we’ll examine 12 principles that can be applied to media design to effect better (or perhaps deeper) learning.

Our fourth goal is to “Identify violations of the principles in multimedia.” Principles in hand – we’ll put our newfound knowledge to use by making sure we can recognize when a design has ignored best practices. We’ll take a critical approach to media review.

Our final goal is to “Create a multimedia item that respects 4 or more of the principles, while not violating any of them.” Having learned the principles and being skilled with identifying violations, we’ll make an effort to create a media item that shows what we’ve learned.

[Scene 3: Show zoomed out screen, pan to navigation on left, click modules, pan through modules in list, click on module, pan to previous and next buttons.]

Narration: Let’s take a look at how you’ll move through the course. On the left of each screen, you will find a navigation menu – here you can return to the home screen, lesson modules, or gradebook at any time. The meat of the course is in the modules, so that is where you will want to go next. Within the modules list, you can see that each objective has its own lesson. Within a module, you can use the previous and next buttons to move forward and backwards through the content.

[Scene 4: Click the module button again, pan to first module - pan to quiz requirement]

Narration: Each module is designed with an introduction, an activity, and a quiz. Mastering each objective is important. Therefore, you will need to pass each quiz to unlock the next section. No worries, though, you will have as many tries as you need, and you can always review the activity if you need further help.


[Scene 5: Click the home button, zoom out on home screen, highlight modules menu item]

Narration: Ready to do this?!? So are we. Click on “Modules” to begin.

Slide 2: Page Text [Module List generated dynamically from Canvas LMS]

• Introduction • Module One: Research Matters

o Quiz 1 • Module Two: Multimedia Learning

o Quiz 2 • Module Three: 12 Principles

o Quiz 3 • Module Four: Failure to adhere

o Quiz 4 • Module Five: You've got this! • Conclusion and Next Steps

Slide 3: Page Text Research Matters

You’ve been identified as the media procurement specialist for a new course in the Marketing Analytics program. The program director wants to make sure this course pops – “it can’t be like anything we’ve done before!” She wants lots of diagrams, media, imagery – you name it. “It has to appeal to the target audience.”

You have access to stock photography, a media library, a graphic designer, videographer, and, of course, the interwebs. Given enough time, surely you can come up with something creative that will appeal to the target learner group, right? But how are you going to decide what to build? How will you know that it is an appropriate choice? How should we make decisions about the design?

Instructions

For this module, you will:

1. Read pages 49-65 in Clark, Ruth, and Mayer’s (2011) text, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning.

a. Consider the possible means of decision-making for creating/selecting media for courses.

http://0-site.ebrary.com.oak.indwes.edu/lib/indwes/reader.action?ppg=80&docID=10488509&tm=1454799416650




b. Familiarize yourself with the “Three Approaches to Research on Instructional Effectiveness”

c. Think about how you can identify relevant research based on statistical significance (probability) and practical significance (effect size).

2. Complete the Quiz to demonstrate your learning and unlock the next module. a. You will have as many attempts as you need. b. The quiz is not timed. c. You may review the text for help.

Resources

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd Edition).

Slide 4: Quiz Text Complete the Quiz to demonstrate your learning and unlock the next module.

1. You will have as many attempts as you need. 2. Your latest attempt is recorded. 3. The quiz is not timed. 4. You may review the text for help.

Slide 4a: Quiz Questions [* indicates correct response]

1. According to Clark & Mayer (2011), what is the best source to base design decisions on? A. Opinions B. Theology C. *Evidence




D. Fads E. Atmosphere

2. Evidence-based practice is

A. *the idea that instructional techniques should be based on research findings and research-based theory.

B. best employed by experts who have demonstrated the effectiveness of experimental findings.

C. the only source available when attempting to make design decisions. D. All of the above

3. Clark & Mayer identify several research methods when approaching instructional

effectiveness. Those include (choose all that apply): A. *Experimental Comparison B. *Observation C. *Interview D. *Environments Comparison E. *Questionnaire

4. When answering the question about whether an instructional method causes learning,

we should be concerned with: A. *Experimental Comparisons B. Expert Analysis C. Interviews and Observations D. None of the above

5. There are many possibilities when an experiment shows no instructional effect. Most

often it is due to inadequate sample size. A. True B. *False – it is just as plausible that another explanation is legitimate.

6. Assuming the experiment is based on “good research”, we can conclude a no effect

results means that the treatment was ineffective. A. *True – good research means that the sample size was adequate, the measure was

sensitive enough to detect differences in learning outcomes, the variable was sufficiently implemented, and the subjects were appropriately selected. It also means that all important variables were accounted for. Good research – is good research.

B. False 7. Meta-analysis can help minimize bias in research by averaging effect sizes across

large groups of studies. More research regarding instructional methods is needed to achieve this.


A. *True B. False

8. Random assignment refers to the idea that learners are randomly given assignments to

complete for an experiment. A. True B. *False – random assignment is when learners are randomly assigned to control

and experiment groups – making the experiment more valid. 9. Which of the following effect sizes is strongest?

A. .2 B. .5 C. .8 D. *1

10. Generally, the _______ the probability, the _________ the statistical significance.

A. *Lower, higher B. Higher, higher C. Lower, lower D. None of the above

Slide 5: Page Text Multimedia Learning

Multimedia may not mean what you think. When I first heard the term, my mind jumped to a high-fidelity surround sound system with a 60-inch 3D display. As cool as that is, it is not what we're talking about when we use the term here. Dr. Richard Mayer has developed a theory around multimedia instruction and learning – it is the goal of this lesson to introduce you to it.

Instructions 1. Watch the TedED Lesson: Multimedia Learning and hear directly from

Richard Mayer during his interview with Tim Green. 2. Answer the THINK questions after watching the video. 3. Take the Module Two Quiz.

[embedded image of TedED Lesson here with link to lesson - http://ed.ted.com/on/oeE1usS6]

Further Reading




Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd Edition). Hoboken, NJ, USA: Pfeiffer.

Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning. (Cambridge Handbooks in Psychology).

Slide 6a: Quiz Text Complete the Quiz to demonstrate your learning and unlock the next module.

1. You will have as many attempts as you need. 2. Your latest attempt is recorded. 3. The quiz is not timed. 4. You may review the TedED lesson for help.

Slide 6b: Quiz Questions [* indicates correct response]

1. Multimedia instruction is using both words and pictures together to help people learn. What did Dr. Mayer say qualifies as pictures in this definition? A. Illustrations and Graphics B. Photos C. Charts D. Video or Animation E. All of the above

2. According to Dr. Mayer, why should we incorporate multimedia learning into

instruction? A. It appeals to younger learners and they are a better market.. B. It is more engaging for learners than copious amounts of text. C. *It has the potential to promote deep learning and transfer.

3. People learn better from words and pictures than from words alone. This is the:

A. Duplex Principle B. Engagement Principle C. *Multimedia Principle

4. Mayer's Cognitive Theory of Multimedia Learning is based on the information

processing model. The three areas of memory he discusses are:


A. *Sensory, Working, and Long-Term B. RAM, DRAM, and ROM C. Poor, Moderate, and Exceptional

5. Mayer states that we want multimedia instruction to do three things; reduce

extraneous process, foster essential processing, and A. foster elaborate processing. B. *foster generative processing. C. foster information processing.

6. Mayer mentions exploring the boundary conditions for the principles. One example

he gave was that the principles don't have as large of an effect size with A. *high, prior-knowledge learners. B. low, prior-knowledge learners.

7. What advice did Dr. Meyer provide for those designing multimedia learning?

A. Be grounded in the science of learning - have a good conception of how human learning works.

B. Base things on research-based principles of instructional design. C. *Both A and B

Slide 7: Page Text 12 Principles

Now that we’ve established the importance of employing evidence-based instructional techniques and you have some context for Mayer’s Multimedia Learning theory, we want to take a look at 12 principles which have been derived from ”good research”.

Instructions

For this module, you will: 1. View the 12 Principles Exploration activity. Some notes before you get

started: a) This activity should take roughly 45 minutes to complete. b) This activity was designed to be completed in one sitting. If you leave the

activity and return to it later, there is a chance that you will have to start over.

c) Participation in the various exercises will improve your probability of success on the module quiz.

2. Complete the Quiz to demonstrate your learning and unlock the next module. a) You will have as many attempts as you need. b) The quiz is not timed.


c) You may review the text and activity for help. Resources

Mayer, R.E. (2014). Research-Based Principles for Designing Multimedia Instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php


1. You will have as many attempts as you need. 2. Your latest attempt is recorded. 3. The quiz is not timed. 4. You may review the 12 Principles Exploration activity and Mayer (2014) text for

help.


1. Which of the following sets of principles aim to reduce extraneous processing? A. *Signaling, Coherence, Spatial Contiguity, Temporal Contiguity, and

Redundancy B. Segmenting, Pre-training, and Modality C. Personalization, Voice, Embodiment, and Image D. None of these

2. Which of the following sets of principles aim at managing essential processing? A. Signaling, Coherence, Spatial Contiguity, Temporal Contiguity, and Redundancy B. *Segmenting, Pre-training, and Modality C. Personalization, Voice, Embodiment, and Image D. None of these

3. Which of the following sets of principles aim to foster generative processing? A. Signaling, Coherence, Spatial Contiguity, Temporal Contiguity, and Redundancy B. Segmenting, Pre-training, and Modality C. *Personalization, Voice, Embodiment, and Image D. None of these

http://teachpsych.org/ebooks/asle2014/index.php


4. Match the following principles with their descriptions*:

Coherence People learn more deeply from a multimedia message when extraneous material is excluded rather than included.

Signaling People learn more deeply from a multimedia message when cues are added that highlight organization of the essential material.

Redundancy People learn more deeply from graphics and narration than from graphics, narration, and on-screen text.

Spatial Contiguity

People learn more deeply from a multimedia message when corresponding printed words and graphics are presented near rather than far from each other on the page or screen.

Temporal Contiguity People learn more deeply from a multimedia message when corresponding graphics and narration are presented simultaneously rather than successively.

Segmenting People learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit.

Pre-training People learn more deeply from a multimedia message when they have learned the names and characteristics of the main concepts.

Modality People learn more deeply from a multimedia message when words are spoken rather than printed.

Personalization People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style.

Voice People learn more deeply when the words in a multimedia message are spoken in a human voice rather than in a machine voice.

Embodiment People learn more deeply when onscreen agents display human-like gesturing, movement, eye contact, and facial expression.

Image People do not necessarily learn more deeply from a multimedia presentation when the speaker’s image is on the screen rather than not on the screen.

*Order shown here is the correct order.

5. What is the difference between Spatial Contiguity and Temporal Contiguity? A. Temporal Contiguity is about keeping elements on the screen only temporarily,

while Spatial Contiguity is about spacing the elements out equaly.


B. Temporal Contiguity is about cognitive processing affecting the temporal lobe, while Spatial Contiguity is about cognitive processing affecting the frontal lobe.

C. *Temporal Contiguity is about keeping the space between elements on a timeline to a minimum, while Spatial Contiguity is about keeping the space between elements on screen to a minimum.

D. None of these answers are correct.

6. What is the difference between the Embodiment and Image principles? A. *The Embodiment Principle is about onscreen agents displaying more human-like

quality, while the Image Principle holds that a speaker’s image on the screen doesn’t help instruction.

B. The Embodiment Principle is about making sure the content embodies the instructional goal, while the Image Principle is about reducing extraneous images to benefit instruction.

C. The Embodiment Principle is concerned with a coherent, simple multimedia message, while the Image Principle is about making sure all images reflect human gestures rather than robotic.

D. None of these answers are correct.

7. The ____________ states that “people learn more deeply from a multimedia message when cues are added that highlight organization of the essential material.” A. *Signaling Principle B. Pre-Training Principle C. Highlighting Principle D. Modality Principle

8. The ____________ states that “people learn more deeply from a multimedia message when the words are spoken rather than printed. A. Signaling Principle B. Pre-training Principle C. Narration Principle D. *Modality Principle

9. The ____________ states that “people learn more deeply from a multimedia message when they have learned the names and characteristics of the main concepts.” A. Signaling Principle B. *Pre-training Principle C. Segmenting Principle D. Modality Principle

10. The __________ states that “people learn more deeply when the words in a multimedia message are spoken in a human voice rather than in a machine voice.” A. Coherence Principle B. Multimedia Principle


C. *Voice Principle D. Biological Bias Principle

Slide 9: Page Text Failure to Adhere

Congratulations – you have a pretty decent working knowledge of the design principle definitions at this point and have seen some examples of what those look like. This is a good foundation for our next leg in the learning path. Now we will begin to take a look at what it means to violate the principles. We’ll call these non-examples. Grasping violations of the principles will go a long way towards conceptualizing what it means to embody them.

Instructions

For this module, you will: 1. View the Failure to Adhere activity. Some notes before you get started:

a) This activity should take roughly 25 minutes to complete. b) This activity was designed to be completed in one sitting. If you leave the

activity and return to it later, there is a chance that you will have to start over.

c) Participation in the various exercises will improve your probability of success on the module quiz.

2. Complete the Quiz to demonstrate your learning and unlock the next module. a) You will have as many attempts as you need. b) The quiz is not timed. c) You may review the text and activity for help.


1. You will have as many attempts as you need. 2. Your latest attempt is recorded. 3. The quiz is not timed. 4. You may review the Failure to Adhere activity and Mayer (2014) text for help.


1. View the media item below and then identify which of the listed principles were violated. ***EMBED THE VIDEO IN THE PROMPT***


3. Review the image below and identify which of the listed principles were violated.

A. *Spatial Contiguity Principle B. Temporal Contiguity Principle C. Redundancy Principle D. Image Principle

4. Watch the following video and then identify which two (2) principles were

violated in the multimedia item: ***EMBED THE VIDEO IN THE PROMPT***


B. Image Principle C. Pre-training Principle D. Spatial Contiguity Principle

9. Review the following multimedia image and identify which of the listed

principles were violated.

A. *Embodiment Principle B. Voice Principle C. Temporal Contiguity Principle D. Signaling Principle


in the multimedia item: ***EMBED THE VIDEO IN THE PROMPT*** <iframe width="560" height="315" src="https://www.youtube.com/embed/S_goEbQY-OU?rel=0&showinfo=0" frameborder="0" allowfullscreen></iframe> A. Voice Principle B. *Image Principle C. Pre-training Principle D. Spatial Contiguity Principle


Slide 11: Page Text You’ve Got This!

You are almost finished with this lesson. In our first module, we focused on the importance of research in making design decisions. In our second module, we looked at multimedia learning and the Mayer’s theory. In our third module, we reviewed 12 principles that have been validated by experimental comparison research and with significant effect sizes. In our previous module, we examined what it looks like to violate these principles.

Our final assignment is about applying the principles to a multimedia item. It doesn't do us much good to merely recognize poor design, we have to be willing to do something about it.

Instructions

In this module, you will:

1. Create (or improve) a multimedia item. The item must: a) Apply 3 or more of the 12 principles b) Not violate any of the 12 principles c) Include an explanation of what principles were used and where they can be

observed in the project. 2. While not required, the item should be of personal significance to your area of

expertise. 3. Submit the explanation, along with the item or a link to the item, using the Submit

Assignment button. 4. Proceed to the final section, Conclusion and Next Steps.

Resources

Multimedia Assignment Grading Rubric

Slide 12: Page Text

Conclusion and Next Steps

You are well on your way to designing and procuring more effective multimedia for use in your courses. As you move forward, don’t hesitate to call on our Instructional Design team for assistance.

Next Steps

https://myiwu.indwes.edu/directory/CLI/Pages/Course%20Development%20Pages/Course-Development.aspx

https://myiwu.indwes.edu/directory/CLI/Pages/Course%20Development%20Pages/Course-Development.aspx


We’ve received your assignment submission at this time. Next, your multimedia item will be assessed by a member of the Center for Learning and Innovation’s Instructional Design team according to the Multimedia Assignment Grading Rubric.

Following the assessment, you will be awarded a certificate of completion for the Designing Effective Multimedia for Learning lesson.

We’ve also developed a job aid to help you remember the 12 principles. Feel free to use this however it may assist you in your future endeavors.

Finally, please be sure to give us feedback regarding your experience in this lesson. We value your input and aim to improve our offerings with the data we collect from this. Please complete the course evaluation survey at your earliest convenience. Thank you!


5 Star Instructional Design Rating Type of Instruction: Information-about, Kinds-of, and How-to

Stage Criteria Explanation

PROBLEM Is the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

Yes. The course demonstrates issues in poorly designed multimedia and exemplars for each of the identified principles.

Are students engaged at the problem or task level not just the operation or action levels?

Yes. Learners are embedded in a real-world problem from the beginning which mirrors an authentic scenario in their workplace.

Does the courseware involve a progression of problems rather than a single problem?

Yes. The course begins by challenging the learner to base their design choices on evidence-based principles and culminates in the creation of a meaningful media item.

RATING FOR PROBLEM STAGE: 5


ACTIVATION Does the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

Yes. The course begins with a design problem that should be familiar to all of the learners engaged in the course. The learners are course writers and collaborators who regularly procure media for online courses.

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

Yes. The course builds sequentially on the necessity, foundation, and application of evidence-based design principles.


If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill.

Yes. Learners are provided the opportunity to progress through each lesson by achieving a passing score on each module’s quiz. If they have prior knowledge/experience, there is opportunity for them to pace quickly through the material.

RATING FOR ACTIVATION STAGE: 5


DEMONSTRATION Are the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught? Examples and non-examples for concepts? Demonstrations for procedures? Visualizations for processes? Modeling for behavior?

Yes. The third and fourth module is concerned explicitly with this - demonstrating plenty of examples and non-examples.

Are at least some of the following learner guidance techniques employed? • Learners are directed to

relevant information? • Multiple representations are

used for the demonstrations?

• Multiple demonstrations are explicitly compared?

Yes. Learners are provided additional resources and presented with both problem designs and fixes for those designs.

Is media relevant to the content and used to enhance learning?

Yes. The learning activities apply specifically to the instruction and the late (module 3 and 4 activities) attempt to serve as exemplars for the principles being taught.

RATING FOR DEMONSTRATION STAGE: 5



APPLICATION Are the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives? • Information-about practice

requires learners to recall or recognize information.

• Parts-of practice requires the learners to locate, name, and/or describe each part.

• Kinds-of practice requires learners to identify new examples of each kind.

• How-to practice requires learners to do the procedure.

Yes and No. The information-about evidence-based design requires learners to recall and recognize information. The kinds-of principles requires learners to identify new examples of each kind. Where I come up short is in an activity that allows the learner to practice building a multimedia item before turning on in for an assessment. They’ve seen examples – but as a stand-alone e-learning course, I’m not sure yet how to provide this environment with feedback.

Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

Yes and No. Learner receive occasional corrective feedback during the first four modules. The final activity will receive detailed feedback as the activity is submitted to a live reviewer.

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

Yes and No. Learners are provided system helps and some early coaching on how to navigate the modules and activities. Once into the activities, however, the design is intended to be intuitive and not require assistance.

RATING FOR APPLICATION STAGE: 3


INTEGRATION Does the courseware provide techniques that encourage learners to integrate (transfer)

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

Yes. Learners can develop a media item that reflects their new knowledge and skills. This is the final activity in the course.


the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?

Yes. Learners must elaborate on their design choices in the final assignment. Explaining what principles they have implemented and where those can be found.

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

Yes. Per the previous prompt – they are creating a unique media item for the final activity.

RATING FOR INTEGRATION STAGE: 5


Appendix B: Multimedia Assignment Grading Rubric

Criteria 10 Points 7-9 Points 0-6 Points

Application of Multimedia Principles

Submission demonstrates application of at least 4 of Mayer’s Multimedia Design Principles.

Submission demonstrates application of at least 3 of Mayer’s Multimedia Design Principles.

Submission demonstrates application of less than 3 of Mayer’s Multimedia Design Principles.


Avoidance of Principle Violations

Submission avoids violating any of Mayer’s Multimedia Design Principles.

Submission violates 1 of Mayer’s Multimedia Design Principles.

Submission violates 2 or more of Mayer’s Multimedia Design Principles.


Design Explanation

Submission clearly indicates which principles were used and where they may be observed.

Submission clearly indicates which principles were used but fails to identify where they may be observed.

Submission fails to identify which principles were used and where they may be observed.

Total Points 30 Points*

* 21 points or greater qualify for successful COMPLETION of this assignment.


Appendix C: Course Evaluation Survey Congratulations on completing the course. We’d love to hear your feedback about the course. We will use your responses to determine future improvements to the course. Please rate your agreement with the statements below.

Statement Disagree Agree

The topic of this course was very interesting.

The quality of the material in this course was excellent.

The course design was highly effective for achieving the course goals.

The course material was highly engaging.

This course took an appropriate amount of time to complete.

This self-paced nature of this course benefited me well.

I feel like the course delivered well on the learning outcomes discussed up front.

I would highly recommend this course to others involved in media procurement for courses.

How can the quality of this course be improved?

Please share any additional comments regarding this course:

Submit Survey


Appendix D: Project Proposal

Subject and Learning Context For this e-learning project, the focus will primarily be on Richard Mayer’s (2009) 12 Principles of Multimedia Design. The idea is to introduce learners to the idea of multimedia in instruction, why they may wish to use multimedia, and how to assess if a particular piece adheres to the principles.

The need for this instruction stems from a number of initiatives and determined priorities at Indiana Wesleyan University (IWU).

Instructional Design (ID) staff at the University’s Center for Learning and Innovation (CLI) have procured licensing and installations of a number of e-learning development tools and education technologies. Appropriate use of these tools and technologies, to effect learning, aligns with the CLI’s mission to “collaborate with all of Indiana Wesleyan University's academic units to design, develop, revise and deliver technically innovative, high-quality curriculum” (Center for Learning and Innovation, n.d.).

In line with the mission, a survey was distributed to academic stakeholders to solicit what their priorities were in order to determine future planning for the CLI’s ID team. Of the choices provided, the top request was for increased “visual representation: providing students with engaging info-graphics or video to communicate content” (Course Development Resources, n.d.). The ID team is intent on including more of these items in course development and also providing resources for faculty to develop their own media. This instruction will serve to align design efforts with research-based principles, keeping with scholarship in teaching and learning.

Ultimately, student learning will benefit from well-designed media and multiple modes of learning; faculty/staff will benefit from professional development; and the institution will benefit from increased scholarship in academics.

No restrictions or directions have been mandated by the University for this initiative. A dual agenda is at play, however, since the CLI will soon be leading an effort to move to a new Learning Management System (LMS). As such, this instruction is being piloted in one of the potential candidate LMS platforms, Canvas by Instructure. Additionally, it is incorporating Articulate Storyline in the learning activities to serve as an exemplar and to blatantly teach the principles.

Target Learners The target learners for this instruction include the CLI staff, course writers, and faculty teaching within the various colleges and schools. Here are some notable characteristics:

• Learners are IWU employees • Learners all develop or procure media for IWU courses • Learners are primarily unaware of Mayer’s (2009) 12 Principles of Multimedia

Design


• Learners have a broad range of multimedia development skills (novice to expert) • Learners have a broad range of experience with technology • Learners all have access to IWU owned-computers capable of rendering the target

instruction • Learners are accustomed to collaborating with the CLI for course development

and will expect this sort of instruction and direction • Learners vary in age significantly (from college-aged student workers to

faculty/staff beyond 65 years of age)

These characteristics were determined from interviews with members of each learner group and observations from the author of this paper.

Intended Instruction and Assessment Plan This lesson is intended to be a standalone self-paced module. The LMS and instruction have not been piloted before, so the possibility exists that this may morph into an instructor-guided course if the assessments reveal the objectives are not being met.

The instruction will include an introduction to media items found in courses, discuss the importance of research for design, teach the learners about Mayer’s (2009) Principles of Multimedia Design, and then challenge them to create a piece that they can use which adheres to the principles. The instruction will be designed in a lock-step method, but can be accessed in any order depending on the learner’s existing knowledge of the principles, their beliefs about the importance of research in design, or desire to review the materials as needed later.

Prerequisites for this course include:

• experience navigating an online course via an LMS • access to a personal computer with an internet connection • speakers or headphones • access to a development platform to complete the final assignment (e.g., MS

Word, PowerPoint, Paint, Photoshop, Dreamweaver, Articulate Storyline, Adobe Captivate, Camtasia, Adobe Premier Pro, GIMP, etc.)

The assessment plan for this course includes both formative assessments and a summative assessment. For the third and fourth objectives an activity will be presented to allow the learner to self-assess their learning. These will be through interactive exercises that provide feedback to the learner regarding their mastery of the concepts and terms. Additionally, quizzes will be used for the first four objectives. The final, summative assessment will consist of an assignment requiring the learner to create (or improve) a media item according to the principles learned in the first four activities. A reviewer will assess submitted assignments (as notified of submissions), according to a rubric, to determine if has been successfully completed.


Learning Environment/Proposed Delivery Method Once completed, the instruction will be available to all target learner groups via a course development page on the Center for Learning and Innovation’s intranet and as an additional resource in the CW-101 Course Writers course as a link.

The proposed platform for delivery will be the Canvas LMS. This platform should be accessible to all learners and the course will be open to self-enrollment. Canvas will serve as a good option because it is free, it has quiz-building capabilities, it will allow for assignment submission, and it allows for our audiences to experience the LMS as a student (an important consideration since the institution is beginning the process of evaluating LMS’s).

Within Canvas, the only additional 3rd party software being incorporated is Articulate Storyline. These activities will be embedded in the lesson (when possible) or hosted on the CLI’s web server.

The lesson will be promoted to the target learners via the CLI newsletter, during curriculum development meetings, during LMS editors meetings, and through the CLI’s various web properties.

Learning Objectives The learning objectives for this lesson are developed according to the format suggested by Horton (2012).

By the end of this lesson, staff involved in the creation or procurement of course media will be able to:

1) Define evidence-based practice and identify characteristics of good research. 2) Identify features of Mayer’s Cognitive Theory of Multimedia Learning. 3) Differentiate between the 12 Principles of Multimedia Design based on Mayer’s

(2009) Cognitive Theory of Multimedia Learning with 100% accuracy. 4) Identify violations of the principles in multimedia with at least 90% proficiency. 5) Create a multimedia item that respects 4 or more of the principles, while not

violating any of them.


References Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in

education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

Canvas Instructor Guide. (n.d.) Canvas Community. Retrieved from https://community.canvaslms.com/community/answers/guides/

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd Edition). Hoboken, NJ, USA: Pfeiffer.

Center for Learning and Innovation. (n.d.) Indiana Wesleyan University. Retrieved from https://www.indwes.edu/CLI/

Course Development Resources (n.d.) MyIWU | Indiana Wesleyan University. Retrieved from https://myiwu.indwes.edu/directory/CLI/Pages/Course Development Pages/Course-Development.aspx

Green, T. [Tim Green]. (2014, December 10). Talking multimedia learning with Dr. Richard Mayer. [Video file.] Retrieved from https://www.youtube.com/watch?v=Q5eY9k3v4mE

Horton, W., & Ebrary, Inc. (2012). E-learning by design (2nd ed., Pfeiffer essential resources for training and HR professionals). San Francisco: Pfeiffer.

Longstreet, D. [statisticsfun]. (2011, November 25). How to calculate Cohen d effect size. [Video file.] Retrieved from https://www.youtube.com/watch?v=tTgouKMz-eI

Mayer, R.E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

Mayer, R. (2014). The Cambridge handbook of multimedia learning. (Cambridge Handbooks in Psychology).

Mayer, R. (2009). Multimedia Learning. (2nd ed.). Leiden: Cambridge University Press.

Norman, D. (2013). Design of everyday things: Revised and expanded edition. Boulder, CO, USA: Basic Books.

Sung, Eunmo, & Mayer, Richard E. (2012). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28(5), 1618-1625.

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