Educational Technology Instructional Message Design Final Justification Paper
Rohan Webb
Boise State University
Introduction
Designing effective visual messages is critical to instructional design in an online learning environment underscoring the need for greater proficiency in visual literacy. I have undertaken this challenge at Boise State University. My preparation for the task began in the United States Army where I learnt the basics of instructional delivery as a Non-Commissioned Officer. My career however transitioned formally as an educator when I taught at PS 70, an elementary school in the Bronx, New York. There I taught all subject areas but had a particular interest in technology. I have since been advancing my knowledge in multimedia development and online delivery systems.
In Edtech 506 I have studied the theory and practice of developing effective instructional visuals. In a unit of instruction designed for vocational trainers who focus on behavior modification and other affective training with adults, I have created five sample lessons each with an accompanying visual. The lessons serve as a practical demonstration for the trainers of designing effective visuals for multimedia presentation. While each lesson and visual is unique and demonstrates different purposes, they are all designed for online delivery. The following is a review of the visuals, a rational for the particular designs, the context for the visuals, and the process undertaken in designing them. The AECT standards met by developing each visual are also identified and associated with the tenants of the Edtech program’s mission and the College of Education’s conceptual framework.
The lessons for the visuals were designed to fulfill an organizational goal for trainers to gain understanding in multimedia principles of online learning. Therefore, diverse presentations of lessons focus on examples of visuals used ranging from kindergarten to adult education. All the lessons are designed for online delivery using the ITAL Learning Management System (LMS). The trainers have intermediate prior knowledge of design techniques, lesson development, and teaching to diverse groups of learners. The lessons and objectives associated with the visuals are briefly highlighted in this paper and are available on the Rohan Webb Edtech website, Boise State University. The visuals may not represent the total amount of visuals in each the lesson and the review of lessons is provided as a context for the visual.
A systematic approach to designing and developing each visual was undertaken based on (Clark & Lyons, 2004, p.32). The goal of the visual was first determined. Considerations for instance were made whether the visual’s purpose was to inform, motivate, and show procedures or aid with problem solving. Next, factors associated with the learning context are contemplation including an analysis of the learner profile, location in which learning would occur, the delivery mode and associated mechanisms and practical issues associated with learner accommodations, diversity in equipment and Internet connection speeds. The design of the visual approach included the particular the instructional strategy for the lesson. The dominance of text or graphics in the visual, the look and feel of the Graphic User Interface (GUI), and navigational features were considered. Communication elements were considered next. The focus extended to determining the use of representational, transformational, interpretive, transformational, organizational, or mnemonics visuals to be used to support instructions for procedures, concepts, facts, processes or principles. The final step in the process was to apply psychological instructional principles where required. This involved specifying for each design principles for applying attention, reduce cognitive load, developing mental models, and apply motivation or transfer principles.
Figure 1.1 shows the visual designed for a primary school lesson in mathematics. The lesson’s objective is identifying digits 0 to 5. The visual is motivational and supports teaching the learner facts. The purpose of the visual is to stimulate prior knowledge as an advanced organizer. This visual helps the learner in beginning to organize thoughts at the appropriate level. The visual is designed to help students to connect numerals with a value by associating counting on one's fingers with numbers. Clark and Lyons (2004) categorize the type of instructional strategy for this lesson as directive. The visual does not incorporate much text because of the instructional objective, age of the learners, and the concern of increasing cognitive load.
The kindergarten students have mixed prior knowledge of numerals, numbers, and counting. Designing the visual using fingers to associate with numbers is deliberate in providing support for low prior knowledge learners because the use of the hand for counting is common. This is especially pertinent because contrary to the practice of adding text to support low prior knowledge, learners in this case may not be able to understand written or verbal directions very well at this level. This is true in instances where language barriers exist and where students are incapable of articulating thoughts in other ways. While research specific to visual designs for primary school learners is limited at this juncture, acknowledging support for all learners at this level should be consistent and thorough. The AECT standard this visual meets is 1.1 Instructional Systems Design (ISD). In developing the visual for the lesson the standard is met through the systematic design process of the instruction.
I employed design elements, principles, and other design guidelines in creating the advanced organizer. Although the lesson is demonstrated as an introduction and review of numbers 0 – 5 the association of the numerals with the drawings of fingers provides a compelling stimulant in recalling knowledge associated with everyday arithmetic and other activities. It is especially compelling since younger learners are exploring counting with their fingers and participating in other dexterity learning processes.
Desktop personal computers will be used in pairs initially, then independently in a computer lab setting. The lighting and ventilation are adequate as is the available space between computers. There are enough computers and chairs available for at least 30 workstations in a given lesson. Instructors have independent computer stations equipped with overhead projectors and smart-boards. Students will have the opportunity to repeat the lesson and have access to additional lessons meeting the same standards.
Computers are operational, equipped with Windows XP, and connected to the Internet via broadband connection (shared T-1). Computers are equipped with windows explorer 8.0 and Firefox browsers. Computer monitors being are 24bit color with 1024 x 768 screen resolution. The smart-board is easily viewable from all of the computer stations and in positioned approximately 15 feet from all viewers. The lesson will be delivered using the ITAL LMS via the Internet. Local firewalls will not affect access to the lesson as all lesson components are available through the browser and do not require add-ons. Images will be 24 bit color in the JPG file format.
The second visual, figure 1.2, also features a visual designed for a kindergarten mathematics class. Visual two guides the learner in knowing numerical facts. The objective of the lesson is to identify counting numbers from 0 to 5. This visual is also organizational. Its purpose of the visual is to activate prior knowledge, and inform the learners by drawing their attention to the numbers by assigning a value to each number. I use the numbers of cherries for each counting number from 0 to 5. The attention visual is also designed to stimulate prior knowledge by only showing the numbers initially then allowing the students to interact with the visual. The students have mixed prior knowledge about numbers and counting. A directive instructional strategy is used in this lesson which delivers the information to the learner online (Clark & Lyons, 2004) this strategy is directive.
In supporting low prior knowledge students an arrow is used in the initial interface and it points in a general way towards the numbers but avoids starting at 0. It is anticipated the learner will click a number other than zero and see the associated value of corresponding amount of cherries.
The development of the second visual meets standard 2.3 Computer-Based Technologies because of its digital format and online mode of delivery. The visual, which showcases an interactive play with numbers 0 – 5, also motivates the learner. The visual is organizational and the visual approach relies less on text and focuses on interactivity. The visual also presents a representational approach in communicating the concept of numeracy.
Desktop personal computers will be used in pairs initially, then independently in a computer lab setting. The lighting and ventilation are adequate as is the available space between computers. There are enough computers and chairs available for at least 30 workstations in a given lesson. Instructors have independent computer stations equipped with overhead projectors and smart-boards. Students will have the opportunity to repeat the lesson and have access to additional lessons meeting the same standards.
Computers are operational, equipped with Windows XP, and connected to the Internet via broadband connection (shared T-1). Computers are equipped with windows explorer 8.0 and Firefox browsers. Computer monitors being are 24bit color with 1024 x 768 screen resolution. The smart-board is easily viewable from all of the computer stations and in positioned approximately 15 feet from all viewers. The lesson will be delivered using the ITAL LMS via the Internet. Local firewalls will not affect access to the lesson as all lesson components are available through the browser and do not require add-ons. Images will be 24 bit color in the JPG file format.
Visual number three seen in figure 1.3 shows a design supporting a lesson for adult learners on decision making. The visual supports the learners’ understanding of a process. The communication function of the visual is transformational as it relates to the learner how to structure a decision over a period. The instructional objective was to distinguish between the four steps identified in the decision making process. The complexity of comprehending and remembering a new framework for viewing decisions prompted a design that reduces cognitive load for a far-transfer task. Clark and Lyons (2004) categorize the instructional strategy as directive primarily because of its sequential organization and online mode of delivery.
The learners have low prior knowledge of this task. Support for low prior knowledge learners is provided by the use of multiple incidence of text. Concerns about cognitive overload and the subsequent need to provide memory support led to incorporating a mnemonic. The visual guides the learner in understanding how to apply an unfamiliar idea. While learners make decisions daily the notion of a conscious and systematic approach may be alien to them. Therefore the visual can be categorized as meeting the criteria for far transfer visual.
The use of the mnemonic is an important scaffold in providing memory support for learners and reduce cognitive load (Clark & Lyons, 2004) when considering learning far transfer processes. The visual uses strong contrast to highlight a silhouetted foreground and a clear background. This focuses the learner’s attention to a limited space to reduce distractions. A dark color is used to identify the letters making the mnemonic more visible and relevant to the images. Additionally the visual goal encompasses a procedure in learning the steps involved in the decision making process. Mental load and transfer considerations in the design of the visual therefore aid the learners’ to focus on the instructional message.
Standard 1.2 Message Design is met in developing this visual because of the design considerations given in applying design principles and elements used to present a dominant message for the learner, use of the mnemonic to affirm the instructional message, and the application of these considerations in meeting the far transfer needs of the learner.
Apple laptop will be used individually in a 40 feet container retrofitted for computer equipment and serving as a computer lab for sixteen students and two instructors. Environment considerations including lighting, ventilation and other factors are adequate for the duration and assigned tasks. Personal space is limited resulting from the available space between computers.
There is one desktop available for a lead instructor and a laptop for an additional instructor. An overhead projector is attached to the lead instructor’s desktop. The laptops are all in good repair. The computers are equipped with Leopard operating system and Opera browser. There is an active Internet broadband connection (shared T-1). The laptops have “seventeen inch” viewable monitors and is 24bit color using 1024 x 768 screen resolution. Access to ITAL is required for lesson delivery. Firewalls are not expected to affect the learner’s ability to connect to the Internet. Browsers will not require add-ons and images will be 24 bit color in the JPG file format.
The length of the lesson is limited due to the number of learners and the available space as described in the learning context below. Subsequently, additional considerations for designing this visual to present a succinct yet clear message added to the consideration to use a static image and a mnemonic students could use to extend the learning effect outside of the class environment.
Viewers see a visual of a soccer ball used for the fourth lesson explaining the contiguity principle of multimedia in figure 1.4. This visual aids the learner to understand facts. The visual also demonstrates a principle. Therefore instructional strategy for this lesson is explanatory (Clark & Lyons, 2004). The lesson is designed for novice multimedia trainers to demonstrate the effective use of the principle. The objective requires learners, given a lesson plan, to create a design using the contiguity principle.
The students have advanced prior knowledge. In the lesson the visual is used as an example for learners to study, debate, and then design their own visuals to highlight the multimedia principle of contiguity. I used natural color and lines to create focal point in the design. The colors are used conservatively in this visual because of considerations made for diversity in learner equipment, operating systems, connection speeds, and screen resolutions. The predominance of black and white and overwhelming use of dark lines will compensate for limitations in equipment. The visual is cut into three slices and should load into the browser quickly. The soccer ball was used as the learners are familiar with the sport. This should make the image easily recognizable.
Learners will use personal computers at home. Recommendations for adequate lighting, space, ventilation, and minimal noise pollution are available on the ITAL LMS and student handbook. Students have indicated that these requirements have been met.
Computer operating systems are mixed including Linux, Windows, and Mac. Multiple browsers will be used. Connection speeds vary but are all broadband. Computer monitors being are 24bit color with 1024 x 768 screen resolution. Lessons will be delivered using ITAL. Images will be 24 bit color in the JPG file format
The visual meets the AECT standard for Instructional Systems Design by designing and developing the visual for specifically for instruction by employing systematic instructional design procedures.
Visual Five (figure 1.5)
The fifth visual shows a procedure for a lesson on using the ITAL LMS. The objective of the lesson is to log-on to ITAL using an instructor profile. The figure 1.5 shows procedural visual demonstrating independent steps in the process. The goal of the visual was to inform the learners of a process. The determination was therefore made to use a transformational approach to develop the visual. The instruction occurs online and is created for delivery in small blocks. This according to Clark and Lyons (2004) is a directive strategy. The learners have moderate to expert background knowledge of LMS.
The trainers will use personal computers at home. Recommendations for adequate lighting, space, ventilation, and minimal noise pollution are available on the ITAL LMS and student handbook. Students have indicated that these requirements have been met.
Computer operating systems are mixed including Linux, Windows, and Mac. Multiple browsers will be used. Connection speeds vary but are all broadband. Computer monitors being are 24bit color with 1024 x 768 screen resolution. Lessons will be delivered using ITAL. Images will be 24 bit color in the JPG file format
The procedures visual meets the AECT standard 1.3 Instructional Strategies in which the design process accommodated identifying the visual for the lesson and in the sequencing of the instruction which the visual supports.
In designing the visual one challenge was to incorporate colors that did not detract from the presentation but were effective enough for the viewer to note and follow the steps. Additionally, using full screen shots while developing a consistent navigation system were addressed.
The systematic development of instructional visuals as evidenced above, require proficiency in many fields of research, and application of knowledge gained from the research. In my effort to create these visuals I have been guided not only by the academic standards of the university but by the conceptual framework of the College of Education and more specifically the Edtech's mission. The conceptual framework directs my attention to professionalism in a simple way-I endeavor to be creative and be industrious to add to the pool of knowledge and practice of delivering that knowledge. The Educational Technology department’s goal to lead research in online education is consistent with the sentiment and effort of this document.
References
Clark, R., & Lyons, C. (2004). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco: Pfeiffer.