Worked Example Screencast

For this final project, I have created a screencast video that provides a tutorial for creating a looping photo slideshow in Microsoft PowerPoint. PowerPoint contains a very effective feature for creating these types of presentations with multiple photos. This feature can save you a ton of time by preventing you from having to add and edit each photo individually. The video explains how to import multiple slides, add transitions to each of the slides, add timing to the presentation, and set the presentation to loop continuously. In order to make the video, I used a combination of Camtasia and Premier Pro. I really like some of the cursor effect features available in Camtasia. Being able to enlarge the cursor and add effects makes the video easier for the learner to follow by allowing him or her to clearly see and hear when the instructor clicks to make a selection.

Digital Storytelling

For this week's assignment, I have created a digital story. Digital storytelling is a unique and powerful way to connect with your audience and express yourself. In this video, I tell the story of our kayak and how it has provided enjoyment for us throughout the years and been an escape from the hustle and bustle of everyday life. I used iMovie to create the video. I have a fair amount of experience with video editing, but this was the first time I have ever really used iMovie. In the past, I have used Adobe Premier Pro. While the Adobe software is much more powerful, I found iMovie to have a pretty easy learning curve. It seems like a good software tool that allows the user to focus on the content they are trying to create without getting caught up in technicality. I hope you enjoy the video.

Coherence Principle

The central idea of the Coherence Principle is that when designing instruction, we should be careful to exclude extraneous information and unrelated sensory stimulation. Clark and Mayer (2011) expand this principle intro three main ideas. First, we should be careful to avoid extraneous audio such as sound effects and background music. Secondly, we should avoid including non-essential graphics along with desired learning objective materials. Lastly, instructional designers should be careful not to include extraneous words that are unrelated to key material. It can be tempting as instructional designers to want to include superfluous material in an attempt to pique the learners’ interest and attention. However, several studies have shown that doing so has negative effects on learning.

It is important to consider the ideas of the Coherence Principle in relationship to fundamental psychological learning theory, in particular, cognitive learning theory. In cognitive learning theory, Paivio (1986) proposes that learners process new information through separate verbal and visual systems (as cited in Mayer, 1999, p. 612). The Coherence Principle is sound when you consider the fact that learners are limited in how much information they are able to process within these two channels. Including extraneous information just “muddies the water” and makes the learning process more difficult.

It is equally important to consider how the ideas of the Coherence Principle align with other instructional principles. For example, the Multimedia Principle asserts that learners benefit from connecting words with pictures (Mayer, 2011). If the words and pictures are not related to one another and to the learning objective, they violate the Coherence Principle and cause the Multimedia Principle to fail as well. The Contiguity Principle asserts that related content should be close to each other or presented in a synchronous manner. Once again, this only works if the content is related to the learning objective.

Personally, I find the Coherence Principle to be very sound and really like the ideas and concepts laid out by Mayer in chapter 8. As instructional designers, we should always ask ourselves, “Is this related to the learning objective?” or “Is this something I have added unnecessarily for effect or entertainment?” The ideas of this principle can make it seem as if there is no room for creativity or entertainment value. I don’t think this is the case. Instructional designers can be creative and still make sure all of the content is related to learning objectives.

I have experienced successful use of the Coherence Principle, as well as many violations of its ideas, in my time as a student. One successful use in instruction could be starting the lesson or material with an entertaining video or interesting fact to draw in the learner. This approach seems effective because it generates interest without forcing the learner to sift or sort through what is important in the middle of the learning content. An example that violates the principles that I have experienced is a slide presentation that is full of appendices or boxes filled with “interesting facts.” These boxes often contain engaging images that make it hard to focus on the main content. While providing interest and entertainment, they usually do not pertain to the learning objective and make it harder to remember the “important stuff.” A fitting slogan could be: “leave out the fluff, include the important stuff.”

References

Clark, R., & Mayer, R. (2011). E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning, third edition (3rd ed.). San Francisco, Calif.: Pfeiffer.

Mayer, M. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.

Podcast - TechTips

For this project, I have recorded an introductory episode for a simulated online podcast. The end result provides a learning artifact that adheres to AECT standards 3.1 and 3.2. AECT standard 3.1 points to the ability to create learning material based on sound learning principles and best practices. The podcast fulfills this requirement as it adheres to the guidelines of the redundancy and modality principles. The podcast also fulfills the requirements of AECT standard 3.2 as an effective resource for optimal learning based on these same principles.

Blog Title:

TechTips

TechTips with Kent is a weekly podcast that discusses all things technology related. The content includes new product reviews, general technology information, productivity tips, and a multitude of other tech topics. The goal of tech tips is to make technology approachable for people who are interested in learning but are intimidated by language and jargon they don’t understand. I hope you will be able to take something from each episode and easily apply it to your life in a way that will help you leverage and understand technology to make it work for you.

Introductory Episode:

What to know before you spend the dough (Computer Buying Guide)

In this introductory episode, I will attempt to answer a question that I am asked nearly every week by someone who knows I work with technology: “I am interested in purchasing a new computer. What should I get?” I will layout out some of the key considerations when buying a new computer, including desktop vs. laptop, brands, specs, and other general items to consider. After listening to this episode, you should feel more confident walking in to the store or ordering your computer online.

Google Drive Link
Dropbox Link

Multimedia Instruction

For this first project, I have created an instructional slide presentation that embodies the multimedia principle and adheres to the principles of contiguity. The slide presentation teaches the information processing theory for computer systems. This process, also known as IPOS, explains the way information is handled by computer systems and includes input, processing, output, and storage. The slide presentation presents the information by using text and graphics. I tried to include graphics that help the learner understand the material rather than graphics that simply decorate the slides or represent a single object. In order to adhere to the contiguity principle, I placed the words in close proximity to the graphics they represent.

Learning Log for EDTECH 513

Flickr Lorraine Santana

I will be using this blog site as a means of sharing assignments completed for EDTECH 513. Creating and using a blog site aligns with the AECT standards included in the post label as it provides a channel for reflection and collaboration that helps improve learning outcomes. Composing posts that discuss and reflect on new material helps the learner build a mental framework and apply the new knowledge to existing knowledge, therefore, cementing it into long-term memory. This falls in line with the learner-centered approach discussed in chapter two of the class text (Clark & Mayer, 2011). Using a blog site for reflection also aligns specifically with AECT 2.3 standards as it utilizes computer based technology to produce and deliver content. Blogs are also an excellent technology tool for instructional use. They allow students to gather thoughts and collaborate with classmates. This type of discussion and interaction promotes high-level thinking and improves student learning outcomes.

Reference

Clark, R., & Mayer, R. (2011). E-Learning and the Science of Instruction. San Francisco, CA: Jossey-Bass/Pfeiffer.

EDTECH 504 Reflection

Reflecting on my experience in completing all of the course readings and assignments for EDTECH 504 (Theoretical Foundation of Educational Technology), I consider what I have learned and how I can apply this knowledge in my own teaching. My undergraduate degree is not in education; therefore, I did not have much exposure or background knowledge of learning theory prior to taking this class. Perhaps the most important thing I learned this semester was simply gaining an understanding of learning theories and how they can be applied to the understanding of the learning process that occurs through the use of different pedagogical approaches. Along with this newly gained foundation, I have learned the value of understanding learning theory in assessing different tools and approaches.

My thoughts about teaching have been impacted in that I no longer simply teach a certain way or use a particular tool without thinking about how the learning process it employs can be explained within the framework of a certain theory. I no longer only think about what is being learned. I also think about how it is being learned.

I will definitely use the skills and ideas from this class in my teaching and professional practice. The focus of my research paper was on social learning theories such as connectivism and communities of practice. I am impressed by the way these theories can be applied to learning through technology tools. I will implement specific tools in my teaching to promote learning through social connections such as blogs, social network sites, and chat threads.

STANDARD 3: UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Assignment – One page paper on a particular learning theory

In completing this assignment, I was able to meet the standard Identify major theoretical schools of thought by describing how Vygotsky’s sociocultural learning theory falls within the major school of thought of cognitivism and forms the basis of social constructivism.

Assignment – Synthesis Paper

This assignment allowed me to demonstrate mastery in describing and accounting for the origins of major theories and their influence on educational technology by explaining in my paper how Vygotsky’s ideas have shaped and influenced the creation of theories such as connectivism and communities of practice. These theories influence technology by encouraging learning through social connections. I was also able to contextualize emerging theories of learning within the framework of advancing technological innovations by using theory to explain the learning that occurs through the use of collaborative technology tools.

Assignment – Discussion Three

            In this assignment, I was able to apply educational technology theories to practical development contexts by identifying specific technology tools that could be implemented in teaching to promote the theoretical ideas of connectivism and communities of practice.