Title: Designing and Using Flexible Digital Media in the Classroom
1Designing and Using Flexible Digital Media in the
Classroom
- Randall Boone
- Kyle Higgins
- Joy Zabala
2Design Considerations for Digital Content
Meeting the Needs of Students with Disabilities
- Randall Boone
- Kyle Higgins
- University of Nevada Las Vegas
3What do you get when you cross a computer with
4What do you get when you cross a computer with
an airplane?
5What do you get when you cross a computer with
a camera?
6What do you get when you cross a computer with
a bank?
7What do you get when you cross a computer with
a teacher?
8You get a computer!!!
9This leads to cognitive friction
- Digital is different
- This is cognitive friction
10This 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
11This 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
12This leads to cognitive friction
- Multiple functions are a hallmark of digital
devices - A significant source of
- cognitive friction
13Students 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.
15Students 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.
16Students 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.
17Current 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
18Multimedia Principle
Multimedia Contiguity Coherence Modality
Redundancy
- Use words AND graphics rather than words alone
19Contiguity Principle
Multimedia Contiguity Coherence Modality
Redundancy
- Place printed words near corresponding graphics
20Also described as the gestalt principles
21Some relevant gestalt principles
22Common 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
23Coherence Principle
Multimedia Contiguity Coherence Modality
Redundancy
24Adding 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
25Adding 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
26Adding 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
27Adding 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
28Modality Principle
Multimedia Contiguity Coherence Modality
Redundancy
- Present words associated with graphics as audio
narration rather than on-screen text
29Modality 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)
31However,
- 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
32Redundancy Principle
Multimedia Contiguity Coherence Modality
Redundancy
- Presenting words in both text and audio narration
can hurt learning
33Redundant on-screen text
- 1. A graphic
- 2. An audio narrative description
- 3. A text narrative description
- Isnt 3 ways better than 2?
34Redundant on-screen text
Overloaded visual channel
35BACK 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.
37But..
- 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.
39But..
- 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).
40Online help in the form of a tutorial, sequenced
instruction, or directions is clearly important
for students with LD.
41But..
- Online support also has the potential for being
used inappropriately especially if it doesnt
follow the contiguity principle
42Text-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.
43But..
- 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
44Leave you with an animal story
45Leave you with an animal story
46Leave you with an animal story
47Pilot error or design error?
48Photographer error or design error?
49User error or design error?
50Student error or design error?
51CEC 2009
52- Joy Zabala
- Center for Applied Special Technology
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