Standard III - Using

Artifact Description:

In the course GDIT705 Cognition & Instructional Design (Spring 2020) with Dr. Misook Heo, I designed a learning module (under Standard III - Creating) for a beginner-level Chinese language course for undergraduate students. In addition, I provided a rationale statement for the learning module where I elaborated on my design based on Mayer’s multimedia principles and empirical research (Mayer, 2014).

 

Reflection and Rationale:

This artifact demonstrated how I make professional decisions in the selection of processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. The theories and research in multimedia learning covered in the GDIT705 Cognition & Instructional Design (Spring 2020) with Dr. Misook Heo reshaped the way I selected and presented information in the instructional design of learning modules. For the learning module, the processes and resources were selected based on Mayer’s multimedia learning principles, cognitive load theory, dual-coding theory, and effective practices. For example, according to the dual coding theory, learners will achieve better learning outcomes when the information is processed separately in audio and visual systems. Therefore, I selected a voice-over slide that consisted of both narration and text. Furthermore, I embedded Quizlet into the Blackboard to avoid cognitive overloading based on cognitive load theory. I separated the learning tasks in the Quizlet into four parts: flashcards, study, matching game, and quiz. In the future, I aim to apply more theories, effective practices, and principles to the decision-making processes of selecting teaching resources. 

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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.