Stickiness

Joann Flick, MS Ed. Joann Flick, MS Ed.

Agency for Instructional TechnologyAgency for Instructional Technology

Joann Flick, MS Ed. Joann Flick, MS Ed.

Agency for Instructional TechnologyAgency for Instructional Technology

Applying a Marketing Concept to the Use of Instructional Media for Learning

Stickiness

Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…

Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…

Stickiness

Education - the lasting impact of an intervention or stimulus to advance deep learning.

Education - the lasting impact of an intervention or stimulus to advance deep learning.

Lev Vygotsky - advance the zone of proximal development

Lev Vygotsky - advance the zone of proximal development

What Stephen Hawkingknows

What we

know

The ZoneThe Zone The ZoneThe Zone

The ZoneThe Zone The ZoneThe ZoneConcept + context = message

Red + street sign

Red + lollipop

From: Faith Rogow, PhD. Insighters, Inc.

Making Instruction Stick

Objectives: explain why teachers should use

media use a systematic process for

incorporating media into instruction cite specific examples of good visual

design to support learning

Objectives: explain why teachers should use

media use a systematic process for

incorporating media into instruction cite specific examples of good visual

design to support learning

Making Instruction Stick

Objectives: evaluate media resources to support

learning Analyze how text interacts with

images to create opportunities for learning

Discuss some of the language conventions of visual stimuli

Objectives: evaluate media resources to support

learning Analyze how text interacts with

images to create opportunities for learning

Discuss some of the language conventions of visual stimuli

Robert Gagné

Conditions of Learning - 9 Instructional Events: Gaining attention

Conditions of Learning - 9 Instructional Events: Gaining attention

Robert Gagné

Conditions of Learning - 9 Instructional Events: Informing learners of the objective

Conditions of Learning - 9 Instructional Events: Informing learners of the objective

Robert Gagné

Conditions of Learning - 9 Instructional Events: Stimulating recall of prior learning

Conditions of Learning - 9 Instructional Events: Stimulating recall of prior learning

Robert Gagné

Conditions of Learning - 9 Instructional Events: Presenting the stimulus

Conditions of Learning - 9 Instructional Events: Presenting the stimulus

Robert Gagné

Conditions of Learning - 9 Instructional Events: Proving learning guidance

Conditions of Learning - 9 Instructional Events: Proving learning guidance

Robert Gagné

Conditions of Learning - 9 Instructional Events: Eliciting performance

Conditions of Learning - 9 Instructional Events: Eliciting performance

Robert Gagné

Conditions of Learning - 9 Instructional Events: Providing feedback

Conditions of Learning - 9 Instructional Events: Providing feedback

Robert Gagné

Conditions of Learning - 9 Instructional Events: Assessing performance

Conditions of Learning - 9 Instructional Events: Assessing performance

Robert Gagné

Conditions of Learning - 9 Instructional Events: Enhancing retention and facilitating

transfer

Conditions of Learning - 9 Instructional Events: Enhancing retention and facilitating

transfer

Robert Gagné

MEDIA: The sound motion picture does not

simply state a fact by oral speech: it also shows that fact, illustrates it, and within a few moments, puts it in a larger context of knowledge related to the fact. - Selecting Media or Instruction R. Reiser and R. Gagné - 1983

MEDIA: The sound motion picture does not

simply state a fact by oral speech: it also shows that fact, illustrates it, and within a few moments, puts it in a larger context of knowledge related to the fact. - Selecting Media or Instruction R. Reiser and R. Gagné - 1983

brain research

Text - neocortexPictures - limbic

CPB - January 2004 Television Goes to School: the Impact of

Video on Student Learning in Formal Education.

Text - neocortexPictures - limbic

CPB - January 2004 Television Goes to School: the Impact of

Video on Student Learning in Formal Education.

ASSURE: Heinich, Molenda, Russell, and Smaldino (1999)

Evaluate and revise

Analyze learners State Objectives

Selectmethods

mediamaterials

Utilizemedia

materials

Require learner participation

ASSURE: Heinich, Molenda, Russell, and Smaldino (1999)

Evaluate and revise

Analyze learners State Objectives

Selectmethods

mediamaterials

Utilizemedia

materials

Require learner participation

Visual Design RULES

»access both sides of the brain

»address visual learners

»create visual impact

»simplify/organize information

»access both sides of the brain

»address visual learners

»create visual impact

»simplify/organize information

Visual Design TEXT RULES

» 6 lines of information per page» simple, easy-to-read fonts» font size readable at the back of the

room

» all material on screen at one time relates to each other

» organizational groups: color/location

» 6 lines of information per page» simple, easy-to-read fonts» font size readable at the back of the

room

» all material on screen at one time relates to each other

» organizational groups: color/location

Visual Design TEXT RULES

» organize content according to hierarchical conventions top and left are first

CAPS, large, or bold typeface most important

italics or underlines indicate emphasis

» organize content according to hierarchical conventions top and left are first

CAPS, large, or bold typeface most important

italics or underlines indicate emphasis

. » 37% are auditory dominant

»3% kinesthetic dominant

» 60% visually dominant » Based on research by Susan Montgomery,

University of Michigan »sequencing instruction from simple

to complex

»accessing prior knowledge » Harvard U. Edward Gardiner:

»multiple intelligences

» 37% are auditory dominant

»3% kinesthetic dominant

» 60% visually dominant » Based on research by Susan Montgomery,

University of Michigan »sequencing instruction from simple

to complex

»accessing prior knowledge » Harvard U. Edward Gardiner:

»multiple intelligences

LEARNER TYPES U.S. Students

McCormick, Susan. Syllabus, August 1999. » 37% are auditory dominant

»3% kinesthetic dominant» 60% visually dominant » Based on research by Susan

Montgomery, University of Michigan

» 37% are auditory dominant

»3% kinesthetic dominant» 60% visually dominant » Based on research by Susan

Montgomery, University of Michigan

LEARNER TYPES U.S. Students McCormick, Susan. Syllabus, August

1999* »60% visually dominant »37% are auditory dominant»3% kinesthetic dominant

*Based on research by Susan Montgomery, University of Michigan

»60% visually dominant »37% are auditory dominant»3% kinesthetic dominant

*Based on research by Susan Montgomery, University of Michigan

Learner types

0%

10%

20%

30%

40%

50%

60%

learner types

visualauditorykinesthetic

0%

10%

20%

30%

40%

50%

60%

learner types

visualauditorykinesthetic

Learner types

visualauditorykinesthetic

visualauditorykinesthetic

Photoshop vs. Illustrator

Photoshop creates pixel-based images, as opposed to Illustrator which produces vector-based images.

Photoshop creates pixel-based images, as opposed to Illustrator which produces vector-based images.

Photoshop vs. Illustrator

Media = ultra context

» affective stimulus» conventions & hierarchy» requires focus

» affective stimulus» conventions & hierarchy» requires focus

Selecting STICKY Media

» No stereotypes» No dangerous behaviors modeled» Cultural content has its own voice» Appropriate diversity» Content is focused and storyline is

not distracting

» No stereotypes» No dangerous behaviors modeled» Cultural content has its own voice» Appropriate diversity» Content is focused and storyline is

not distracting

The NTTI Model» Tell why you are using media & conduct

a Pre-viewing activity» Provide a specific task for viewing» Keep the lights on &stay in the front of

the room» Pause the media often for reflection, to

process information, discuss details or check for comprehension

» Conduct a related post-viewing activity

» Tell why you are using media & conduct a Pre-viewing activity

» Provide a specific task for viewing» Keep the lights on &stay in the front of

the room» Pause the media often for reflection, to

process information, discuss details or check for comprehension

» Conduct a related post-viewing activity

STICKY

Acquire ONLY well-designed media

Utilize effecting instructional strategies

Support deep learning

Document results