Module 5- Chapter Review

Applying the Contiguity Principle

Summary: This chapter introduces ways on how to present and integrate text and graphics together using a media device. Authors from our text debate that viewing text and visuals at the same time could add cognitive load for learners. Studies suggest that multimedia designs improve learning by reducing cognitive load (Horton, 2011, Mayer 2001).

There are two important elements to consider when bridging printed words and graphics.

Contiguity principle 1- Place printed words near corresponding graphics

                                    2- Synchronize spoken words with corresponding graphics

Planning of instructional activities and choice of multimedia must work together according to (Irlbeck et al., 2006).

Purpose- The impact that multimedia has on learning has become an intricate part of student learning and success. There are ways to improve media design with instruction so that teachers will have a means of documenting data and for students to complete task focusing on the specific assignment given.

Reflection: Technology continues to be at the forefront for distance learners because of the flexibility and other variables that contribute to the success of the programs offered. The contiguity principle was relevant to our ISD project because we had to examine the tools that were chosen in comparison to implementing text and found this to be crucial to the operating of the tool within the setting it would be used with elementary students.

I still feel very strong that education technology has been an amazing way to bridge the gap with learning. Personally I know what difficulty I’ve faced being limited in my knowledge with technology but I’m learning some interesting things about various mobile devices that will contribute to my next career goal. I agree with Huang (2015) that learners can connect new information whether visual or auditory.

References

Clark, R.C., Mayer, M.E., E-Learning and the Science of Instruction (3^rd ed.). pp. 91-110. Pfeiffer.

Huang, W.D., Melli, N.C., &  Neto, J.D. (2015). Online learning: audio or text? Educational           Technology Research and Development, 63(4), pp. 555-573.

Module 4-video blog

 

 

 

 

 

 

 

Technology has made an impact on distance learning. From multiple choice to having students create projects. Change is difficult for most individuals. One of the main challenges with assessment is funding and support for staff. The quality of teachers to distribute assessment that is fair and appropriate for all learners is part of the dynamics of this topic. The assessments that are being used to day consist of quizzes, discussion boards and collaborative projects. According to Concord Consortium (2002), online assessment should be continuous and ongoing. A major key factor with assessment is to focus on the diversity of learners with context that is culturally relevant.

 

References

Kearnes, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198.

 

Rice, D. W., & Gordon, E. W. (2014). A challenge to assessment for education: The Journal of Negro

 Education, 83(4), 430-432.