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Reading #7 - Coggle Diagram
Reading #7
Design Instructional Text: The instructional text is emphasized the specific topic delivered in print text or online and learner's attention and action.
Instructional text usually plays a significant role in developing a learning environment, outlining the learning experience, directing learner's attention, action, or behavior to a particular topic, and connecting to the different learning experiences.
An instructional designer should pay more attention on design instruction in various spaces. It might be face-to-face classroom, online, or in print.
The model "Social Presence, Teaching Presence, Cognitive Presence" is illustrated dynamic online education experience. Social presence and teaching presence can increase their communication, adopt community, and develop relationships in order to enhance the learner's cognition.
There are three principles to develop instructional text, simple, personal, and communicate.
- Instructional text should be easy to read, no extract content, and direct to the points.
- Affective connection and belonging are the main factor to make the learning successful. The instructor can apply GIFs, or memes to connect with learners.
- Instructional communication regular benefits the connections with learners by sending weekly reminder emails, class activities and outline of weekly assignments.
Purpose and placement instructional text focus on the course introduction to provide the outline of the class objectives and assist the learner to be aware of the due day of the assignments. Moreover, utilizing bold or italicized text can catch the learner's attention for important information
Visual design of instructional text emphasizes headings, numbering, bullets, spacing, fonts, colors, highlighting.
Multimedia instruction: An effective multimedia instruction can increase cognitive process by reducing extraneous processing, managing essential processing, and fostering generative processing
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Extraneous processing: Not including relative information and not in instructional goal
Essential processing: Directly relevant and necessary for the completion of a task or for understanding a particular concept or information
Generative processing: Involves actively creating and constructing new information or knowledge from existing information.
Reducing extraneous processing: coherence, signaling, spatial continuity, temporal continuity, redundancy, expectation
Manage essential processing: Segmenting, pretraining, and modality are three main factor to manage essential processing.
- Pretraining: Providing key concepts of the course before training to help the learner to learn better
- Modality: Apply graphics with spoken text to assist the learners to process information
- Segmenting: Diving complex parts into small parts in order to improve learning process
Foster generative processing: Multimedia, personalization, and voice to facilitate the processing
- Personalization: Applying back-and-forth nature and use of language and nonverbal cues to build relationships and convey meaning
- Voice: Utilizing human voice to foster deeper cognitive processing
- Multimedia:Mixed text and images instead of text only
Using Visual and Graphic Elements While Designing Instructional Activities: Applying pictures to instructional activities increases learners' motivation and improve learning outcome (Carney & Levin, 2002). Diverse digital elements assist to increase intrinsic cognitive load.
Based on various design elements' functions, the visual message including, realistic, logical, or analogical play different role to convey the information. Realistic images convey concrete objects of the real world. Logical images convey an understanding of the specific concept. Analogical images help the learner connect with complex concepts.
Visual and graphic elements can enhance instructional materials by aiding learners' processing of information. Effective use of pictures depends on learners and design. Visuals can show spatial relationships, supplement comprehension, and motivate learners. They can be placed before or in-line with text and illustrate abstract concepts. Learners can use visual elements to confirm understanding and encode information.
Levin et al. (1987) categorize pictures into five types according to their functions: representation, organization, interpretation, transformation, and decoration. Representational pictures are commonly used to reinforce textual information by providing a visual illustration.
Strategies to manage cognitive load include integrating textual and graphic information, reducing redundancy, presenting concepts before adding context, and gradually presenting information. These strategies need to be adjusted for learners with higher expertise.