Instructional Message Design: Issues and Trends

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Information about Instructional Message Design: Issues and Trends

Published on January 13, 2016

Author: ecenazalemdag

Source: slideshare.net

1. / 731 INSTRUCTIONAL MESSAGE DESIGN By Ecenaz ALEMDAĞ CEIT 504: Instructional Message Design: Theory, Research and Practice

2. / 732

3. / 73 Instructional Message Design 3 1. Issues and trends 2. Cognitive-affective theory of multimedia learning 3. Effect of modality principle on learning in different media 4. Message design for mobile learning CEIT 504

4. / 734 1 Key concepts Issues and trends > Message Learning and instruction Media Message design

5. / 73 Message & Media 5 1 Issues and trends > Key concepts > Sender Receivers

6. / 736 Learning and Instruction Issues and trends > Key concepts > 1 Learning vs. Instruction

7. / 737 Learning and Instruction Issues and trends > Key concepts > 1 MESSAGE ? ? ? ? ? ? ? ? ? INSTRUCTION LEARNING ?

8. / 738 Learning and Instruction Issues and trends > Key concepts > 1 MESSAGE Physical Form Receptors Sensory Register Attention Perception Inductive Composition Working Memory Comprehension (coding, organization) Long Term Memory Retention & Retrieval Integration, Translation INSTRUCTION LEARNING

9. / 739 Message Design Issues and trends > Key concepts > 1

10. / 7310 1 Key principles Issues and trends > • Message design for instruction • Message design for learning • Message design for both instruction and learning

11. / 7311 1 Message design for instruction Issues and trends > Key principles >

12. / 73 Balance Consistency Headings Typeface Use of white space Color Content

13. / 7313 1 Message design for learning Issues and trends > Key principles > Relating the target information to the old

14. / 7314 1 Generative Learning Strategies Issues and trends > Key principles > Active learner Analogies Outlines Summaries Outlines Cognitive maps Relevant examples Mnemonics Problem set Message design for learning >

15. / 7315 1 Structural Communication Issues and trends > Key principles > Message design for learning > 1. Intention 2. Presentation 3. Response array 4. Questions5. Diagnostics 6. Discussion 7. Viewpoints

16. / 7316 1 Structural Communication Issues and trends > Key principles > Message design for learning > Response matrix

17. / 7317 1 Structural Communication Issues and trends > Key principles > Message design for learning > Discussion

18. / 7318 1 Message design for instruction and learning Issues and trends > Key principles > Attention Perception Learning Concept formation

19. / 73 Instructional Message Design 19 1. Issues and trends 2. Cognitive-affective theory of multimedia learning 3. Effect of method and media on learning 4. Message design for mobile learning CEIT 504

20. / 73 Cognitive theory of multimedia learning 20 2

21. / 73 Cognitive theory of multimedia learning 21 2 motivational and affective processes in multimedia learning

22. / 73 Cognitive-affective theory of multimedia learning 22 2 Dr. Roxana Moreno 19??-2010

23. / 73 Cognitive-affective theory of multimedia learning 23 2 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

24. / 73 Cognitive-affective theory of multimedia learning 24 2

25. / 73 Cognitive-affective theory of multimedia learning 25 2

26. / 73 Cognitive-affective theory of multimedia learning 26 2

27. / 73 Cognitive-affective theory of multimedia learning 27 2

28. / 7328 2 1. Independent information processing channels 2. Limited working-memory capacity and virtually unlimited capacity long term-memory 3. Dual coding 4. Active processing 5. Affective mediation 6. Metacognitive mediation 7. Individual differences Assumptions Cognitive-affective theory of multimedia learning >

29. / 7329 2 The effect of confusion on learning Cognitive-affective theory of multimedia learning > Confusion could be beneficial to learning Incorrect and contradictory opinions We were confused by pedagogical agents.

30. / 7330 2 The effect of decorative illustrations on interest and learning Cognitive-affective theory of multimedia learning > Interesting decorative illustrations Low level of prior knowledge High level of prior knowledge Higher near transfer Lower near transfer Higher far transfer if situational interest increases

31. / 7331 2 The effect of positive emotions on comprehension and transfer Cognitive-affective theory of multimedia learning > Using round face-like shapes and warm colors Lower perceived task difficulty Higher intrinsic motivation Better comprehension No effect on transfer

32. / 7332 2 Positive emotions Learning Motivation Cognitive Engagement ? ? ? Non-cognitive traits (personality, anxiety, frustration) ? Suggestions for future studies Cognitive-affective theory of multimedia learning >

33. / 73 Instructional Message Design 33 1. Issues and trends 2. Cognitive-affective theory of multimedia learning 3. Effect of modality principle on learning in different media 4. Message design for mobile learning CEIT 504

34. / 73 Effect of modality principle on learning in different media 34 3 Media vs. Method vs. Modality

35. / 73 Effect of modality principle on learning in different media 35 3 Modality Principle

36. / 73 Effect of modality principle on learning in different media 36 3 Modality principle Independent sensory channels (Baddeley) Dual-processing model of working memory (Moreno & Mayer) Cognitive- affective theory of multimedia learning (Moreno)

37. / 73 Effect of modality principle on learning in different media 37 3 Method- affects- learning Media-affects- learning

38. / 73 Effect of modality principle on learning in different media 38 3 Öğrenci ve öğretmenler değerlendirdi: 'Fatih'in karnesi vasat (Hürriyet, 2015)

39. / 73 Effect of modality principle on learning in different media 39 3

40. / 73 Effect of modality principle on learning in different media 40 3 Modality principle is strongest in cognitive demanding conditions Modality principle is strongest when students are not able to control pace of the presentation

41. / 7341 3 Suggestions for future studies Effect of modality principle on learning in different media > One-time brief laboratory learning experience Distance education courses Cooperative learning environments

42. / 7342 3 Suggestions for future studies Effect of modality principle on learning in different media > Modality principle Learning Spatial ability Self- regulation ? ? Students’ learning preferences ?

43. / 73 Instructional Message Design 43 1. Issues and trends 2. Cognitive-affective theory of multimedia learning 3. Effect of modality principle on learning in different media 4. Message design for mobile learning CEIT 504

44. / 7344 4 Dual coding theory Cognitive load theory Formal and informal learning Theories and paradigms underlying message design for mLearning Message design for mobile learning >

45. / 7345 4 Formal and informal learning Message design for mobile learning > Theories and paradigms underlying message design for mLearning >

46. / 7346 4 Formal and informal learning Message design for mobile learning > Theories and paradigms underlying message design for mLearning >

47. / 7347 4 Devices for message design Message design for mobile learning >

48. / 7348 4 Principles of designing for different devices Message design for mobile learning > 1. Design for the least common denominator

49. / 7349 4 Principles of designing for different devices Message design for mobile learning > 2. Design for eLearning, adapt for mLearning

50. / 7350 4 Principles of designing for different devices Message design for mobile learning > 3. Design short and condensed materials for smart phones

51. / 7351 4 Principles of designing for different devices Message design for mobile learning > 4. Be creative when designing for mobile phones with 4G technologies

52. / 7352 4 Message design principles for mLearning Message design for mobile learning > 1. Use of audio 2. Captions 3. Icons 4. Use of color

53. / 7353 4 Message design principles for mLearning Message design for mobile learning >

54. / 7354 4 Message design principles for mLearning Message design for mobile learning >

55. / 7355 4 Message design principles for mLearning Message design for mobile learning >

56. / 7356 4 Message design principles for mLearning Message design for mobile learning >

57. / 7357 4 Message design principles for mLearning Message design for mobile learning >

58. / 7358 4 Message design principles for mLearning Message design for mobile learning >

59. / 73 Instructional Message Design 59 1. Issues and trends 2. Cognitive-affective theory of multimedia learning 3. Effect of modality principle on learning in different media 4. Message design for mobile learning CEIT 504

60. / 73 References 60 Grabowski, B.L. (1991). Message design: Issues and trends. In G.J. Anglin (Ed.) Instructional Technology: Past, Present and Future, (pp. 202-212). Englewood, CO: Libraries Unlimited. Leutner, D. (2014). Motivation and emotion as mediators in multimedia learning. Learning and Instruction, 29, 174-175. Moreno, R. (2006). Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158. Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125-127. Wang, M., & Shen, R. (2012). Message design for mobile learning: Learning theories, human cognition and design principles. British Journal of Educational Technology, 43(4), 561-575. CEIT 504

61. / 73 Instructional Message Design 61 :) CEIT 504

62. / 7362 Instructional Message DesignCEIT 504

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