Using Instructional Media in e-Learning: Guidelines and Winnipeg Practice

MadLat Conference
Jo-Anne Spencer and Roberta Everson from TLG (Technologies for  Learning Group)

Today I’m at the MADLaT conference in the Education building at University of Manitoba. Believe it or not – there’s no wireless network.

Notes posted later . . .

media – static or dynamic

Can be positive – grab attention or communicate attention
Negative – distract or disrupt

Sheet Bend Knot Experiment – in groups of 4 to 5 we had instructions on how to tie a knot. There were three different guides. One was just images, one was just text, last one had  both text and images. Groups with images worked better. Research shows that text and images together work best. Images plus text work the best.

Difference between performance and learning. Performance – shooting to improve someone’s ability to do something, doesn’t have to go to memory. Will not necessarily reside in memory. Need an aid to help them do it. They would need the guide every-time.

Learning – improving one’s ability to do a task without support. Needs to go into memory.

Somethings don’t need to go into memory – something people do every once in a while. They need to be able to use the tool, but don’t have to have it memorized.

EPIPHANY – some things in information literacy – we just need to teach to the performance level. Not try to turn students into mini-librarians.

Role models, using analogies, colour on the image would have helped

Do graphics improve performance – yes, if they reduce cognitive load. Effective combine elements to form well organized plan or blueprint or required tasks. Load you put on someone’s working memory.  Maybe a video would put too much cognitive load on a learner. Flashy – could be causing more disruption than helping.

Clark and Mayer, 2002 – text plus graphics, improves learning.

Guidelines – to improve performance or learning , media must
be aligned with expected learning or performance outcome
reduce cognitive load
exclude superficial text or graphics
be appropriate for target learner’s learning literacy's – what’s important if they have the appropriate literacy, e.g. can they interpret images

Communications Functions
decorative
representational
    picture of an item (cheque example)
organizational
    shows relationships
explanative
    transformational – example was a flash tutorial
relational
    graphs
Mnemonic
    help people to remember
interpretive
    illustrates a model

Psychological functions
support attention
activate prior knowledge
manage load
build mental models
support transfer
motivate learning

Second half was about video production – less interesting to me at this point.

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About Karen Keiller

I am the University Librarian at Lakehead University.
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