1. Stickiness Joann Flick, MS Ed. Agency for Instructional Technology Joann Flick, MS Ed. Agency for Instructional Technology Applying a Marketing Concept to the Use of Instructional Media for Learning

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

3. Stickiness Education - the lasting impact of an intervention or stimulus to advance deep learning. Lev Vygotsky - advance the zone of proximal development

4. What Stephen Hawking knows What we know The Zone

5. Concept + context = message Red + street sign Red + lollipop From: Faith Rogow, PhD. Insighters, Inc.

6. 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

7. 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

8. Robert Gagné Conditions of Learning - 9 Instructional Events:  Gaining attention Conditions of Learning - 9 Instructional Events:  Gaining attention

9. Robert Gagné Conditions of Learning - 9 Instructional Events:  Informing learners of the objective Conditions of Learning - 9 Instructional Events:  Informing learners of the objective

10. Robert Gagné Conditions of Learning - 9 Instructional Events:  Stimulating recall of prior learning Conditions of Learning - 9 Instructional Events:  Stimulating recall of prior learning

11. Robert Gagné Conditions of Learning - 9 Instructional Events:  Presenting the stimulus Conditions of Learning - 9 Instructional Events:  Presenting the stimulus

12. Robert Gagné Conditions of Learning - 9 Instructional Events:  Proving learning guidance Conditions of Learning - 9 Instructional Events:  Proving learning guidance

13. Robert Gagné Conditions of Learning - 9 Instructional Events:  Eliciting performance Conditions of Learning - 9 Instructional Events:  Eliciting performance

14. Robert Gagné Conditions of Learning - 9 Instructional Events:  Providing feedback Conditions of Learning - 9 Instructional Events:  Providing feedback

15. Robert Gagné Conditions of Learning - 9 Instructional Events:  Assessing performance Conditions of Learning - 9 Instructional Events:  Assessing performance

16. Robert Gagné Conditions of Learning - 9 Instructional Events:  Enhancing retention and facilitating transfer Conditions of Learning - 9 Instructional Events:  Enhancing retention and facilitating transfer

17. 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

18. brain research Text - neocortex Pictures - limbic CPB - January 2004 Television Goes to School: the Impact of Video on Student Learning in Formal Education. Text - neocortex Pictures - limbic CPB - January 2004 Television Goes to School: the Impact of Video on Student Learning in Formal Education.

20. 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

21. 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

22. 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

23. . »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

24. 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

25. 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

26. Learner types

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

29. Photoshop vs. Illustrator

30. Media = ultra context » affective stimulus » conventions & hierarchy » requires focus » affective stimulus » conventions & hierarchy » requires focus

31. 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

32. 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

33. STICKY Acquire ONLY well-designed media Utilize effecting instructional strategies Support deep learning Document results