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Designing and Using Flexible Digital Media in the Classroom

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Design Considerations for Digital Content: Meeting the Needs of Students with Disabilities ... Common mistakes. Separation of text and graphics on scrolling screens ... – PowerPoint PPT presentation

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Title: Designing and Using Flexible Digital Media in the Classroom


1
Designing and Using Flexible Digital Media in the
Classroom
  • Randall Boone
  • Kyle Higgins
  • Joy Zabala

2
Design Considerations for Digital Content
Meeting the Needs of Students with Disabilities
  • Randall Boone
  • Kyle Higgins
  • University of Nevada Las Vegas

3
What do you get when you cross a computer with
4
What do you get when you cross a computer with
an airplane?
5
What do you get when you cross a computer with
a camera?
6
What do you get when you cross a computer with
a bank?
7
What do you get when you cross a computer with
a teacher?
8
You get a computer!!!
9
This leads to cognitive friction
  • Digital is different
  • This is cognitive friction

10
This leads to cognitive friction
  • In general, we all know that buttons are for
    pushing and knobs are for turning.
  • But digital buttons and knobs work differently

11
This leads to cognitive friction
  • On this Nokia phone, press the 1 key and it
    dials the 1
  • But press and hold for 2 seconds and it speed
    dials my voice mail

12
This leads to cognitive friction
  • Multiple functions are a hallmark of digital
    devices
  • A significant source of
  • cognitive friction

13
Students with disabilities
  • Technology-induced cognitive friction

14
  • In the remainder of this presentation, we will
    discuss a few of those design challenges
  • And we hope to provide you with a strategy for
    dealing with the others when you encounter them.

15
Students with disabilities
This software evaluation tool outlines specific
instructional design elements for students with
disabilitiesbased on the professional literature
and a content-validity process conducted in 2004.

16
Students with LD
The form includes specific suggestions in the
areas of instruction directions
documentation feedback evaluation content ind
ividualization accessibility
This software evaluation tool outlines specific
instructional design elements for students with
disabilitiesbased on the professional literature
and a content-validity process conducted in 2004.

17
Current multimedia design principles
multimedia principle contiguity
principle coherence principle modality
principle redundancy principle
This software evaluation tool outlines specific
instructional design elements for students with
disabilitiesbased on the professional literature
and a content-validity process conducted in 2004.

-Richard Mayer
18
Multimedia Principle
Multimedia Contiguity Coherence Modality
Redundancy
  • Use words AND graphics rather than words alone

19
Contiguity Principle
Multimedia Contiguity Coherence Modality
Redundancy
  • Place printed words near corresponding graphics

20
Also described as the gestalt principles
21
Some relevant gestalt principles
  • Similarity
  • Proximity
  • Connection
  • Enclosure

22
Common mistakes
  • Separation of text and graphics on scrolling
    screens
  • Separation of feedback from questions
  • Lesson screens covered by linked screens
  • Directions separated from the work or exercise
    screen

23
Coherence Principle
Multimedia Contiguity Coherence Modality
Redundancy
24
Adding entertaining or motivational material can
hurt learning.So, in order to counter high
e-learning drop-out rates, some designers attempt
to spice up their materials by adding
entertaining or motivational elements such as
dramatic stories or background music. We believe,
however, that adding interesting but unncecssary
material to elearing can harm the learning
process in several ways DISTRACTIONDISRUPTIONS
EDUCTION
25
Adding entertaining or motivational material can
hurt learning.So, in order to counter high
e-learning drop-out rates, some designers attempt
to spice up their materials by adding
entertaining or motivational elements such as
dramatic stories or background music. We believe,
however, that adding interesting but unncecssary
material to elearing can harm the learning
process in several ways DISTRACTIONDISRUPTIONS
EDUCTION
Extraneous sounds
26
Adding entertaining or motivational material can
hurt learning.So, in order to counter high
e-learning drop-out rates, some designers attempt
to spice up their materials by adding
entertaining or motivational elements such as
dramatic stories or background music. We believe,
however, that adding interesting but unncecssary
material to elearing can harm the learning
process in several ways DISTRACTIONDISRUPTIONS
EDUCTION
Extraneous graphics
27
Adding entertaining or motivational material can
hurt learning.So, in order to counter high
e-learning drop-out rates, some designers attempt
to spice up their materials by adding
entertaining or motivational elements such as
dramatic stories or background music. We believe,
however, that adding interesting but unncecssary
material to elearing can harm the learning
process in several ways DISTRACTIONDISRUPTIONS
EDUCTION
EXTRANEOUS WORDS
28
Modality Principle
Multimedia Contiguity Coherence Modality
Redundancy
  • Present words associated with graphics as audio
    narration rather than on-screen text

29
Modality vs. Multimedia Principle
  • Multimedia principle suggests that you use Text
    and Graphics rather than Text alone
  • Modality principle suggests that Graphics with
    Audio might be more effective than Graphics with
    Text

30
  • Cognitive processing channels
  • Visual
  • Auditory
  • Words with Graphic are both visual tasks (i.e.,
    visual and visual)
  • Audio with Graphic splits the task channels
    (i.e., visual and auditory)

31
However,
  • Some difficult narrative may need to remain on
    the screen regardless.
  • Math formulas
  • Lines of poetry
  • Syntactically complex content
  • Semantically difficult content
  • Foreign language phrases

32
Redundancy Principle
Multimedia Contiguity Coherence Modality
Redundancy
  • Presenting words in both text and audio narration
    can hurt learning

33
Redundant on-screen text
  • 1. A graphic
  • 2. An audio narrative description
  • 3. A text narrative description
  • Isnt 3 ways better than 2?

34
Redundant on-screen text
Overloaded visual channel
35
BACK TO THE EVALUATION FORM
36
  • This suggestion is highlighted in the General
    Form for all students.
  • It is strongly recommended on the Specific Form
    for students with LD.
  • It is concurrent with Multimedia Principle.
  • It makes sense when viewed from the UDL
    perspective.

37
But..
  • It also has the potential for being used
    inappropriately if
  • doesnt follow contiguity principle (text
    separate from graphic)
  • doesnt follow modality principle (audio vs.
    text with graphic)
  • doesnt follow redundancy principle (narration
    of verbatim text)

38
  • Feedback is determined to be important on both
    the General Form and on the Form for students
    with LD.
  • Both its content and form are found to be
    important.

39
But..
  • It also has the potential for being used
    inappropriatelyespecially if it doesnt follow
    the contiguity principle
  • feedback is separated from input event
    (e.g.,answer to a question).

40
Online help in the form of a tutorial, sequenced
instruction, or directions is clearly important
for students with LD.
41
But..
  • Online support also has the potential for being
    used inappropriately especially if it doesnt
    follow the contiguity principle

42
Text-to-speech output and digital voice narration
have long been a significant part of design of
instruction and other content for students with
disabilities. Students with LD as well as
students who are blind or have low vision
benefit from this design feature.
43
But..
  • There are many opportunities to get in conflict
    with the final two eLearning design principles
    Redundancy and Modality
  • parallel audio narration of text that is
    currently being shown on the screen violates the
    Redundancy principle (except in special
    situations)
  • using on-screen text with a graphic, when audio
    narration is available, violates the Modality
    principle

44
Leave you with an animal story
45
Leave you with an animal story
  • Dancing Bear-Ware

46
Leave you with an animal story
  • Dancing Bear-Ware

47
Pilot error or design error?
48
Photographer error or design error?
49
User error or design error?
50
Student error or design error?
51
CEC 2009
52
  • Joy Zabala
  • Center for Applied Special Technology

53
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