2. Men u Men u Alison L. Moore Spring 2011 EME6415 Instructional Systems Program Florida State University

3. Men u Men u Meet Professor Linn! Objectives Level 1: The Multimedia Principle Level 2: The Contiguity Principle Level 3: The Modality Principle Wrap Up Menu

4. Men u Men u Please meet Professor Linn! Professor Linn is the instructor for a few distance learning courses. As an instructor like YOU, Professor Linn also cares about the success of her students and always does her best to develop effective online instruction and assessments.

5. Men u Men u Lately, however, some of Professor Linn’s distance students have been performing below average. She recently read about Ruth Clark’s eLearning Principles of design and needs help revising some of her materials to support her students.

6. Men u Men u By learning about the Principles of eLearning, you can help Professor Linn and her students!

7. Men u Men u There are three levels in this game: the Multimedia Principle, the Contiguity Principle, and the Modality Principle. Read about the principles, then help Professor Linn revise her instructional materials.

8. Men u Men u If you adhere to the Principles of eLearning, Professor Linn’s materials will be improved and you’ll earn 20 points at a time. If you don’t adhere to the principles, the materials won’t be improved and you can’t earn points. Help Professor Linn improve three of her materials and earn a total of 120 points, and you’ll WIN the game!

9. Men u Men u Objectives Upon completion of this game, you will be able to: 1.Define three principles of eLearning, 2.Critique poor examples of the principles, and 3.Identify successful examples of the principles.

10. Men u Men u Ready to begin? Let’s go! Level 1: The Multimedia Principle

11. Men u Men u The Multimedia Principle: An Introduction The Multimedia Principle pertains to the positive effect on learning when graphics are added to textual instructional materials. When images are related to the textual content being communicated, the graphics and text should be presented simultaneously. Graphics should also coincide with the type of content and learning goals. However, illustrations that are not directly related to the content should be omitted. These superfluous graphics do not contribute to the learning experience and can hinder learners’ success.

12. Men u Men u Let’s look at an example! During a lesson on Japanese culture, Professor Linn asked her distance students to create origami cranes. The instructions she provided on the course website consisted of this list of steps for each fold. How to make an origami crane: 1.Fold square in half diagonally. 2.Fold in half from right to left. 3.Spread the pocket out and fold to make a square. 4.Turn over and fold one corner to the other and crease. 5.Fold the left and right corners to the center line and fold the top corner down. 6.Open the pocket by pulling the bottom corner up and fold inward along the crease. 7.Turn over and fold in the lower flaps made in step 6. 8.Turn to the right side, and valley fold inward using the top layer only. 9.Turn over and repeat step 8. 10.Reverse fold at the top side to form the head. 11.Slightly open the side and bring the head part up. 12.Bring up and press down for both the head and tail. 13.Reverse fold on the head part to form the beak. 14.Bend the wings down and out into the proper position. You can bow in from the bottom.

13. Men u Men u Let’s look at an example! Students following these instructions must rely only on written descriptions to create the complex craft project. This violates the Multimedia Principle because the instructional materials do not provide related graphics to enhance learning. How to make an origami crane: 1.Fold square in half diagonally. 2.Fold in half from right to left. 3.Spread the pocket out and fold to make a square. 4.Turn over and fold one corner to the other and crease. 5.Fold the left and right corners to the center line and fold the top corner down. 6.Open the pocket by pulling the bottom corner up and fold inward along the crease. 7.Turn over and fold in the lower flaps made in step 6. 8.Turn to the right side, and valley fold inward using the top layer only. 9.Turn over and repeat step 8. 10.Reverse fold at the top side to form the head. 11.Slightly open the side and bring the head part up. 12.Bring up and press down for both the head and tail. 13.Reverse fold on the head part to form the beak. 14.Bend the wings down and out into the proper position. You can bow in from the bottom.

14. Men u Men u The Multimedia Principle: The Science The science behind the Multimedia Principle is easy to understand. When learners receive new information, they must process the content into their long-term memory via encoding. Information that is presented in both textual and graphic formats offers two methods for the learner to process the new content. Again, it’s important to note that images should match the type of content being presented. Unrelated graphics may detract from learning.

15. Men u Men u Get ready to help Professor Linn! Remember, if you successfully help Professor Linn fix her poor materials according to the Multimedia Principle, her students will learn more and you’ll win this level!

16. Men u Men u A.To ensure instructional text and graphics are not copyrighted A.To advocate the addition of related graphics to textual instruction B.To explain the importance of exciting and entertaining technology Help Professor Linn! What is the purpose of the Multimedia Principle? Click the correct option. Level 1: Item 1 of 2

17. Men u Men u Oops! Click back and try again! What is the purpose of the Multimedia Principle? Level 1: Item 1 of 2

18. Men u Men u Yes! Great job! What is the purpose of the Multimedia Principle? B. To advocate the addition of related graphics to textual instruction The Multimedia Principle pertains to the combination of graphics and text in instructional materials. Adding relevant images to written information greatly assists learners’ retention of new content. Level 1: Item 1 of 2

19. Men u Men u 2010 Yes! Great job! 0 Your score is 20 points!

20. Men u Men u A.Include illustrations for each step of the process A.Create a link to a YouTube video about origami history B.Provide a finished example of a folded crane Professor Linn needs your help! How should Prof. Linn revise the list to adhere to the Multimedia Principle? Click the correct option. Level 1: Item 2 of 2 How to make an origami crane: 1.Fold square in half diagonally. 2.Fold in half from right to left. 3.Spread the pocket out and fold to make a square. 4.Turn over and fold one corner to the other and crease. 5.Fold the left and right corners to the center line and fold the top corner down. 6.Open the pocket by pulling the bottom corner up and fold inward along the crease. 7.Turn over and fold in the lower flaps made in step 6. 8.Turn to the right side, and valley fold inward using the top layer only. 9.Turn over and repeat step 8. 10.Reverse fold at the top side to form the head. 11.Slightly open the side and bring the head part up. 12.Bring up and press down for both the head and tail. 13.Reverse fold on the head part to form the beak. 14.Bend the wings down and out into the proper position. You can bow in from the bottom.

21. Men u Men u Oops! Level 1: Item 2 of 2 How to make an origami crane: 1.Fold square in half diagonally. 2.Fold in half from right to left. 3.Spread the pocket out and fold to make a square. 4.Turn over and fold one corner to the other and crease. 5.Fold the left and right corners to the center line and fold the top corner down. 6.Open the pocket by pulling the bottom corner up and fold inward along the crease. 7.Turn over and fold in the lower flaps made in step 6. 8.Turn to the right side, and valley fold inward using the top layer only. 9.Turn over and repeat step 8. 10.Reverse fold at the top side to form the head. 11.Slightly open the side and bring the head part up. 12.Bring up and press down for both the head and tail. 13.Reverse fold on the head part to form the beak. 14.Bend the wings down and out into the proper position. You can bow in from the bottom. Click back and try again! How should Prof. Linn revise the list to adhere to the Multimedia Principle?

22. Men u Men u Level 1: Item 2 of 2 How to make an origami crane: 1.Fold square in half diagonally. 2.Fold in half from right to left. 3.Spread the pocket out and fold to make a square. 4.Turn over and fold one corner to the other and crease. 5.Fold the left and right corners to the center line and fold the top corner down. 6.Open the pocket by pulling the bottom corner up and fold inward along the crease. 7.Turn over and fold in the lower flaps made in step 6. 8.Turn to the right side, and valley fold inward using the top layer only. 9.Turn over and repeat step 8. 10.Reverse fold at the top side to form the head. 11.Slightly open the side and bring the head part up. 12.Bring up and press down for both the head and tail. 13.Reverse fold on the head part to form the beak. 14.Bend the wings down and out into the proper position. You can bow in from the bottom. OriginalImproved A.Include illustrations for each step of the process Illustrating the numerous steps of this origami project makes a complicated, confusing process easier to follow. The imprecise directions are clarified by the detailed images accompanying each action. Yes! Well done!

23. Men u Men u 403020 Your score is 40 points! You’re on a good start to reaching 120 points! Yes! Well done!

24. Men u Men u Congratulations! You’ve mastered Level 1! Let’s move on! Level 2: The Contiguity Principle

25. Men u Men u The Contiguity Principle: An Introduction In regards to instructional design, the Contiguity Principle refers to the placement of text and graphics on the screen. When presenting new content with text and graphics, the related words and images should be placed near each other on the screen. Learners should not be forced to scroll up and down or click through multiple screens to view all related material. The purpose of the principle is to explain the positive effects on learning when content is presented with corresponding text and graphics placed near each other.

26. Men u Men u Let’s look at an example! Professor Linn is teaching her distance students about the lighting system of an aircraft. She posted this study image to the course website. The study materials include a drawing of the plane labeled with important parts.

27. Men u Men u Let’s look at an example! With the way Professor Linn designed the website, students must scroll up and down to view the whole image— the drawing plus the list of parts. This violates the Contiguity Principle because the corresponding text and graphics are not arranged near each other on one screen. Scroll down...

28. Men u Men u The Contiguity Principle: The Science The science behind the Contiguity Principle is quite simple. Learners receive new information through their working memory, which is very inefficient and easily overloaded. Typically, a person’s working memory can only store about 7 new items of information. When learners must click or scroll through numerous screens in order to view all printed and visual materials, their working memory is devoted to making connections between the separated text and graphics. This means less working memory can be used to retain information for learning.

29. Men u Men u Are you ready to help Professor Linn?! Remember, if you successfully help Professor Linn fix her poor materials according to the Contiguity Principle, her students will learn more and you’ll win this level!

30. Men u Men u Help Professor Linn! What is the purpose of the Contiguity Principle? Click the correct option. A.To explain the importance of placing related text and graphics near each other A.To explain why learners need both text and graphics during online instruction B.To ensure text, graphics, and audio elements do not overwhelm learners Level 2: Item 1 of 2

31. Men u Men u Almost... Try again! What is the purpose of the Contiguity Principle? Level 2: Item 1 of 2 Click back and try again!

32. Men u Men u Awesome! A.To explain the importance of placing related text and graphics near each other The Contiguity Principle focuses on the arrangement of text and graphics within instructional materials. When text and images refer to the same content, they should be placed near each other on the screen. This allows learners’ working memory to make connections regarding content rather than the text and images. What is the purpose of the Contiguity Principle? Level 2: Item 1 of 2

33. Men u Men u 6050 Awesome! 40 Your score is 60 points!

34. Men u Men u A.Send all students hardcopies of the study guide in the mail B.Post an audio or video podcast explaining the study guide C.Redesign the image so the drawing and all text appear on one screen Help Professor Linn! How should the study guide be revised to adhere to the Contiguity Principle? Click the correct option. Scroll down... Level 2: Item 2 of 2

35. Men u Men u Oops! Not quite! Click back and try again! Scroll down... Level 2: Item 2 of 2 How should the study guide be revised to adhere to the Contiguity Principle?

36. Men u Men u Scroll down... Amazing! C. Redesign the image so the drawing and all text appear on one screen By resizing the drawing and moving the text, Professor Linn’s study guide will be more effective for her distance students. OriginalImproved Level 2: Item 2 of 2

37. Men u Men u 807060 Amazing! Your score is 80 points! Nice work! You’re getting closer to 120 points!

38. Men u Men u You’ve mastered Level 2! Yay Yay Yay! Just one more level to go! Level 3: The Modality Principle

39. Men u Men u The Modality Principle: An Introduction The Modality Principle states that audio explanations of complicated graphics are more effective than written descriptions of the same graphics. Learners may benefit from listening to a narration of new information or complex content rather than gaining the information from lengthy paragraphs.

40. Men u Men u Here’s an example! Professor Linn posted this PDF file as part of a Calculus lesson. It was designed to serve as an introduction to a new topic, and distance students are encouraged to read it in conjunction with the textbook. She knows some students find upper-level mathematics courses challenging, so she would like to ensure this material is as useful as possible.

41. Men u Men u As the document is constructed now, the new math topic is presented mainly through three large paragraphs of text. The writing is complimented by a relevant image, but the majority of the material is dominated by dense text. The PDF file violates the Modality Principle because learners must rely only on writing to understand complicated and unfamiliar information. Here’s an example!

42. Men u Men u The Modality Principle: The Science Take a second to remember the Contiguity Principle... The Modality Principle is similar, in that learners receive and process new information through their working memory. Learners devote their working memory, which is easily overloaded and inefficient, to reading and understanding written content. They must then comprehend the relationship between the text just read and the detailed graphics. This way, learners do not have much working memory to spare. If audio clips (instead of text) are used to elucidate complicated images, learners’ working memory is available for further understanding of the new information.

43. Men u Men u You’re almost there! Help Professor Linn two more times! Remember, if you successfully help Professor Linn fix her poor materials according to the Modality Principle, her students will learn more and you’ll win this level!

44. Men u Men u A.To explain the need for numerous types of modalities—the more the better A.To utilize audio narration to explain complex information or graphics B.To assist in the design and development of mathematics instruction and assessments Help Professor Linn! What is the purpose of the Modality Principle? Click the correct option. Level 3: Item 1 of 2

45. Men u Men u Oops! What is the purpose of the Modality Principle? Level 3: Item 1 of 2 Click back and try again!

46. Men u Men u Wonderful job! The Modality Principle pertains to audio explanations facilitating the learning process better than only images and text. When learners receive complicated information via narration, their working memory is free to be applied to other content. What is the purpose of the Modality Principle? Level 3: Item 1 of 2 B. To utilize audio narration to explain complex information or graphics

47. Men u Men u 1009080 Your score is 100 points! Only 20 more points to go!! Wonderful job!

48. Men u Men u A.Create or post a link to an audio/video podcast explaining the lesson B.Add more graphics that coincide with each step of the math problem C.Offer more flexible office hours via Skype to assist concerned students Help Professor Linn! How should the lesson be revised to adhere to the Modality Principle? Click the correct option. Level 3: Item 2 of 2

49. Men u Men u Oh no! Almost! Click back and try again! Level 3: Item 2 of 2 How should the lesson be revised to adhere to the Modality Principle? Click the correct option.

50. Men u Men u Yes! Great job! Level 3: Item 2 of 2 A.Create or post a link to an audio/video podcast explaining the lesson A video (or audio clip) would be an effective tool in helping students understand the complex purpose of Calculus. Instead of straining students’ working memory by only offering text and images—that they must integrate and make connections between—a narrated lesson will automatically do this for them.

51. Men u Men u Level 3: Item 2 of 2 Yes! Great job! Click the screenshot from the video (above left) to view a more appropriate approach to teach new students about Calculus. Important! This link will direct you away from this game. When you’re done watching the video, just navigate back to this PowerPoint game and resume.

52. Men u Men u Level 3: Item 2 of 2 To recap, you just answered the final question in Level 3: The Modality Principle. As usual, click forward to continue. Welcome back!

53. Men u Men u 110100 Great job!

54. Men u Men u Congratulations! You’ve mastered three of the six eLearning Principles and helped Professor Linn improve her instructional materials!

55. Men u Men u Let’s review the three Principles of eLearning you and Professor Linn mastered today: Wrap Up The Multimedia Principle pertains to the combination of graphics and text in instructional materials. Adding relevant images to written information greatly assists learners’ retention of new content. Original Improved

56. Men u Men u Wrap Up The Contiguity Principle focuses on the arrangement of text and graphics within instructional materials. When text and images refer to the same content, they should be placed near each other on the screen. This allows learners’ working memory to make connections regarding content. Let’s review the three Principles of eLearning you and Professor Linn mastered today:

57. Men u Men u Wrap Up The Modality Principle pertains to audio explanations facilitating the learning process better than only images and text. When learners receive complicated information via graphics and narration, the initial connection is already made for them and their working memory is free to be applied to additional content. Let’s review the three Principles of eLearning you and Professor Linn mastered today:

58. Men u Men u Now that you’ve beat the game Perplexing Principles, you’re able to: 1.Define three principles of eLearning, 2.Critique poor examples of the principles, and 3.Identify successful examples of the principles.

59. Men u Men u Now you can perfect your course materials and lead your most successful online courses yet! Thanks for playing Perplexing Principles! Happy designing! Thank you!

60. Men u Men u Images used in this game were modified from the following sources: http://www.flickr.com/photos/netfalls/ http://www.tpub.com/content/aviationandaccessories/TM-1-1510-225-10/ssTM-1-1510-225-10_120.htm http://www.mellyscully.edublogs.org/2010/06/07/origami-crane-instructions/ http://www.youtube.com/watch?v=ismnD_QHKkQ http://aboutmath.files.wordpress.com/2006/07/elementary-calculus.png?w=480 For more information on Clark’s eLearning Principles, see www.clarktraining.com/content/articles/Guild_E-Learning.pdf