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ACE - Arrange Content for E-Learning Design

Test for a presentation at ISTE 12
by

Camille Dempsey

on 19 April 2016

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Transcript of ACE - Arrange Content for E-Learning Design


Students learn better when multimedia messages are designed considering brain science and e-learning design research.
Our primary
intuitive intelligence is
Align words to corresponding graphics.
Redundancy Principle
Coherence Principle
Limit interesting information (make mindful choices in the use of limited color, shapes, patterns and textures).
Spatial Contiguity Principle
Created by Jodi Staniunas Hopper and J. Camille Dempsey
Segmenting & Chunking
Break down elements.
Use colors for different areas.
Keep descriptions short.
Use media players & slideshows.
Don't use too much text.
We have 2 separate channels:

auditory and visual language
Multimedia
Principle

Create content that
combines words + visuals.
instead of words
People spend 2 to 3 seconds....
"reading" multimedia content.
The Multimedia Principle
assumes that LEARNING is about...
filtering
selecting
information
information
integrating
information
Modality Principle
presenting information in mixed mode is more effective than in single mode...

Pic + online text
Personalization
Use 1st or 2nd person in conversational vs. formal language in texts and audio.
Temporal
Contiguity
Principle

Combine animation and narration together rather than separating them..
And how do we know that what we/our students design is effective and engaging?
Segmenting
into chunks for learner...
Contiguity Principle:
Keep images and text in close proximity. Reduce or eliminate scrolling so they aren't far apart.
Let's look at
e-learning
theory...
ACE - Arrange
Content for
E-Learning Design


"I don't know anything about art, but I know what I like." - Gelette Burgess
Segmenting:
Text descriptions are short.
Break up page with a variety of elements.
Use video players to shorten content.
ACE - Arrange Content for E-Learning created for ISTE 2012
OR
Pic + narration
VISUAL.
ALONE
Avoid placing graphics too far from text.
And specifically in designing multimedia content?
Now replace the word "art" with one of these:
What does this mean for us and our students?
Explain visuals with words in audio or text - not both.
I see you are following directions and reading this content. How are you doing with reading this passage while I talking to you about the content? Right now your brain is trying to process what you are reading and what I am saying while you "read" the graphics together all at the same time. We have all felt the effects of cognitive overload when pictures, text and audio are all used in communicating something at the same time. When our attention is split between communication modalities, it is harder to process the content, which impacts how much we learn and experience. This is one of the reasons some presentation styles such as Pecha Kucha are popular since they reduce or eliminate text in favor of audio and semiotic imagery. This allows our brain to process what we are learning more deeply.
*So what is cognitive overload and split attention?
Feeling overloaded yet?
See references at Acelearning.wikispaces.com
(Please read the next couple slides on your own.)
I would like to ask you to read the next block of words while I talk to you at the same time about the content.
This is a hotspot for "reading" a website.
Modality Principle:
Use text and graphics.
Spatial Contiguity Principle:
Combine words close together with graphics.
Coherence Principle:
Eliminate "interesting" information. Limit color choices.
Personalization:
Use 1st or 2nd person language.
Full transcript