Standard III - Creating

Artifact Description:

In the course GDIT705 Cognition & Instructional Design (Spring 2020) with Dr. Misook Heo, I designed a learning module based on Mayer’s multimedia learning principles and empirical research (Mayer, 2014) as the culminating project . The learning module was created for a beginner-level Chinese language course in college. The learning module was approximately a three-hour fully asynchronous class session on Blackboard. The learning objective was to master how to order food in Chinese. The learning module included instructional materials, announcements, assessments, and group activities.

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Reflection and Rationale:

This artifact demonstrated an instructional design product that I designed based on learning principles and research-based best practices. The learning module was a learner-centered instructional design product where I applied multiple multimedia learning principles into the instructional design. One of the important multimedia learning design principles is to avoid the split attention effect (Ayres & Sweller, 2014). In the learning module, multiple sources of information were integrated into the learning module so that learners do not need to open multiple tabs in the browser. For example, I embedded Youtube videos directly into the Blackboard instead of using thumbnails. To provide easier access to the resources, I used the SlideShare presentation mashups to share the slides rather than posting the link of the slides. Furthermore, the feedback from my professor Dr.Heo including constructive comments and an alternative version of the learning module helped me to reflect on the organization of the materials in the learning module and to improve my skills in building a learning environment. Since encountering this assignment, I have developed and applied skills in creating instructional design products based on learning principles and research-based practices to my instructions in professional work.

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Reference: 

Mayer, R.E. (2014). Introduction to Multimedia Learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 247-262). New York, NY: Cambridge University Press.

Ayres, P. & Sweller, J. (2014). The split-attention principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 206-226). New York, NY: Cambridge University Press.