1. Instructional Design and Technology
Erica Lange
Kara Noonan
Leading question: What struggles/issues have you experienced when trying to make animations/videos interesting while also instructionally relevant?

2. Multimedia Principle
Use words and graphics rather than words alone

3. Selecting Graphics 1
Decorative graphics decorate the page without enhancing the lesson
-Example: a photo of someone riding a bicycle in a lesson about how bicycle tire pumps work

4. Selecting Graphics 2
Representational graphics portray a single element
Use to teach facts and concepts
-Use to teach facts and concepts
-Example: a photo of a bicycle tire pump with a caption, “Bicycle Tire Pump”
Bicycle Tire Pump

5. Selecting Graphics 3
Relational graphics portray a quantitative relationship
Use to teach process
-Use to teach process
-Example: a line graph showing the relation between years of age and the probability of being in a bicycle accident

6. Selecting Graphics 4
Organizational graphics depict relations among elements
Use to teach facts and concepts
-Use to teach facts and concepts
-Example: a diagram of a bicycle pump with each part labeled

7. Selecting Graphics 5
Transformational graphics depict changes in an object over time
Use to teach processes, procedures, and principles
-Use to teach processes, procedures, and principles
Example: a series of annotated frames showing the stages of how a bicycle pump works

8. Selecting Graphics 6
Interpretive graphics illustrate invisible relationships
Use to teach concepts and principles
-Use to teach concepts and principles
-Example: an animation of a bicycle pump that includes small dots to show the flow of air into and out of the pump

9. Selecting Graphics 7
Incorporate relational, organizational, transformational, and interpretive graphics
Minimize decorative and representational graphics

10. Activity 1 Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Decorative
Picture 1
Representational
Picture 2
Helium contains 2 electrons in orbit around 2 protons and some neutrons.

11. Activity 2 Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Relational
Picture 1
Interpretive
Picture 2
The earth’s supply of Helium is projected to be depleted by 2040.

12. Activity 3 Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Relational
Picture 1
Interpretive
Picture 2
Helium escapes the atmosphere because it is a lighter gas.

13. Activity 4 Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Representational
Picture 1
Organizational
Picture 2
Helium contains 2 electrons in orbit around 2 protons and some neutrons.

14. Activity 5 Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Which graphic best pairs with the statement for an instructional unit? Which category does each graphic belong to?
Transformational
Picture 1
Organizational
Picture 2
When two Helium-3 atoms combine to make a Helium- 4 atom, they release 2 protons and energy.

15. Contiguity Principle
Place corresponding words and graphics near each other on the screen
Avoid simultaneous display of animations and related text
Synchronize spoken words with corresponding graphics

16. Activity 6 Review the examples and discuss how they demonstrate or violate the contiguity principle.
“Bad” example:
“Good” example:

17. Modality Principle
Put words in spoken form rather than printed form whenever the graphic is the focus of the words and both are presented simultaneously

18. Activity 7 Review the examples and discuss how they demonstrate or violate the modality principle.
“Bad” example:
“Good” example:

19. Redundancy Principle
Do not add printed text to a narrated graphic

20. Activity 8 Review the examples and discuss how they demonstrate or violate the redundancy principle.
“Bad” example:
“Good” example:

21. Coherence Principle
Exclude extraneous information such as background sound, added text, and decorative graphics
Extraneous audio – background music and sound effects
Extraneous text – embellishments and flowery language
Extraneous graphics – decorative images

22. Activity 9 Review the examples and discuss how they demonstrate or violate the coherence principle.
“Bad” example: Activity 1
“Bad” example: Page 4

23. Personalization Principle
Use a conversational style and a friendly human voice
Use effective on-screen coaches
Works best for less experienced learners

24. Activity 10 Review the examples and discuss how they demonstrate or violate the personalization principle.
Example 1
Example 2
Review the examples and discuss how they demonstrate or violate the personalization principle.
“Good” example – Rebecca
“Bad” example – Mike

25. References
Clark, Ruth Colvin and Richard E. Mayer. E-Learning and the Science of Instruction. 3rd ed. San Francisco: Pfeiffer, Print.