Narrated Presentation
This artifact on Richard E. Mayer’s Modality and Redundancy Principles was created in Google Slides, narrated via VoiceThread, and imported into YouTube. According to cognitive research, we process information through two channels: visual and auditory. Both channels are limited in terms of how much information can be absorbed before a person becomes mentally overwhelmed, a problem known as cognitive overload. As educators, we know avoiding cognitive overload is important in order for learning to occur. Richard Mayer’s modality and redundancy principles provide guidance on how to optimize the design of multimedia to best meet a learner’s needs. The Modality Principle tells us that people learn more deeply from multimedia lessons when words explaining graphics are presented as audio narration rather than on-screen text. Audio narrations must be brief and clear to be effective. It must be used whenever the graphic relates directly to the narrative. Both the graphic and audio should be presented simultaneously. The Redundancy Principle further defines the Modality Principle by stating that people learn better from graphics and audio narration than by concurrent graphics, narration, and on-screen text. This artifact illustrates the scientific reason why to utilize these principles, and gives examples of how these principles might be used along with some exceptions. For instance, as narrations and on-screen text can co-exist if the verbal material is complex or the words are unfamiliar, but only a few key words should be used to describe the graphic. Remembering the old saying, “less is more” is critical when it comes to designing multimedia.
3.1 Creating: Candidates create instructional design products based on learning principles and research-based best practices. This presentation was based on Richard E. Mayer’s two multimedia principles, Modality and Redundancy. This presentation is based on cognitive research regarding the two channels: visual and auditory and the discussion of extraneous cognitive processing.
3.2 Using: Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. In order to create this artifact, we first shared a Google document; then, created and shared Google slides, dropped it into VoiceThread, and then exported it out to YouTube. We dropped it into VoiceThread and narrated the slides to explain the Modality Principle with audio narration. I have also included a link to the Google slides document with the slide notes in order to present it live if need be.
https://docs.google.com/presentation/d/1zI6qrP6DqawDBJ9vHARNlbKowOyMX0MfFF5xtSLPAAA/edit?usp=sharing
4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. Through the use of technology, I collaborated with Megan Gooding and Greg Larsen other peers and subject matter experts in order to develop and design the instructional material and evaluate its impact on learners.