ELRC 7505: Module 3—Modality and Redundancy Principles

 Hello again, everyone!

Welcome to another weekly learning log update! In this week’s blog I will share my experience with a narrated presentation project and link it at the end of the post for you to see.  Since I have already shared a handful of resources and tips on what applications I personally use for language learning on this blog site as well as my main website—for this assignment, I decided to explore something on the other end of the spectrum and share a resource I use to teach.  This led me to elaborate on an e-learning textbook application that my school currently uses.  My goal for the narrated presentation project was to include the recommendations that Clark and Mayer (2016) provided in this week’s assigned readings and apply them in the PowerPoint design, as well as, analyzing the actual e-learning component (image below).

The multimedia from the e-learning content I refer to in the project are: 

·      Narration

·      Printed Words

·      Static Pictures

·      Animation

The narrated presentation project demonstrates modality by “reducing the load on the visual channel by presenting the verbal explanation as speech” (p. 119).  I believe the first slide supports that in an easy fashion.  I introduce a static image and have a description of simple topic questions beside it rather than under it to align with recommendations from Clark and Mayer in previous chapters.  Regardless of if the viewer has continued from my discussion in the forum, this design gives the viewer an outline of what to expect on the slide and sets them up for the remainder of the presentation, by not being overwhelming with lengthy descriptions but reasonable enough to read the questions and listen along.  

To improve flow, which is a concept we addressed in previous assignments, perhaps next time I could give a prompt such as “look at the image, read the following questions, then listen.”   To reinforce why the questions were present, Clark and Mayer mentioned the concept that “printed words should be used when the learner may not be able to hold the entire verbal message in working memory while viewing the graphic” (p. 126).  The questions were visual cues to enhance the auditory experience.  

My project demonstrates compliance in redundancy principles by “printing few key words next to corresponding parts of graphics to aid cognitive processing by directing the learner’s attention” (p. 141).  Other than the first slide, the remaining three slides have few on-screen text and simply rely on graphics and narration.  I enjoyed this week’s project because I favor making videos in my discussion posts.  Every time I create a recording response, I am reminded of experiences in undergraduate classes where my mind wandered because lecture slides would be drowned in text and lecturers would read verbatim what was on the screen.  Clark and Mayer mention that “adding redundant on-screen text to narrated graphics tends to hurt learning” (p. 139). So, I'm looking forward to the rest of the semester and I hope to develop these education technology skills to enhance learning experiences for others!

Narrated Presentation Project Link:  Learning Styles

ELRC 7505: Module 2—Static Multimedia Tutorial Project

Installing a Google Chrome Extension:  

Language Learning with Netflix

Hello everyone!  Do you have a Netflix account and are interested in learning a language while watching shows in different languages?  Look no further because you have come to the right place!  In today’s post, I will be sharing with you an exciting, efficient, and fun way to learn language all while binge watching your favorites on Netflix!

The biggest struggle that I find with language learners is that they are eager to start their journey, but there is an overwhelming number of places to start.  Some choose the traditional book route, others enroll in classes, and more recently many have downloaded language learning apps on their phone.  I agree that all those options can help give you a great generalized start in fundamentals and keep you on track at a good pace with learning grammar and vocabulary.  However, learning a new language can be experienced in a more natural way aligning with Clark and Mayer's recommendations of an active and engaging environment; and that is with the help of the Google Chrome extension—Language Learning with Netflix.   

This Google Chrome extension will insert subtitle overlays onto whatever you are watching on Netflix.  You customize it per your preference, and it will present two sets of subtitles:  the language you understand and the language you want to learn.

I will include a hyperlinked step-by-step tutorial on how to install this language learning extension to your Google Chrome browser.  Learning outcomes for this task include:

• Adding Language Learning with Netflix extension (near transfer goal)
• Knowledge to know how to install other educational extensions with the same set of steps (far transfer goal)
• Pinning the extension for easy access to enable extension perks (near transfer goal)
• Unpinning the extension to clear toolbar (far transfer goal)

Multimedia and Contiguity Principles

In creating my step-by-step tutorial I aimed to align it with multimedia and contiguity principles Clark and Mayer (2016) had discussed throughout the assigned readings of this week’s module.   A key idea they presented was  “learning is facilitated when the graphics and text work together to communicate the instructional message” (p. 74).  The example in this week's assignment is the use of integration with static images.  This aspect of introducing content via text and still graphics adds a different flavor to the learner's engagement in the learning process.  The tutorial is simple and easy enough to follow instruction, yet it still turns the wheels of motion for understanding the topic to occur.  This is a completely different atmosphere as compared to an experience that is instructed  in narration alone or an animated presentation.   

As I am not familiar with everyone’s tech comfortability, I agree that the static method can help assist the range present in the audience to achieve the lesson outcomes, because “words and graphics is particularly important for learners who have low knowledge of the domain” (p. 80).  I also favored the idea of installing an extension as the task in the tutorial because, critical thinking and personalized learning is a push a lot of educators are altering their pedagogies for.  As the learning outcomes stated, I believe the near transfer goals will ultimately transition to far transfer goals, because the audience will be able to “make connections between corresponding words and graphics and have a major step in meaningful learning” (p. 104).  The audience will have the knowledge of how to install educational tools for learning.   

Click here for the Tutorial:  Language Learning With Netflix

References:  Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley

ELRC 7505: Module 1 Learning Log

New Semester, New Knowledge 

First Spring 2021 Semester—Hello to all and Happy New Year!

Thanks for checking out my blog post for the Learning Log Assignment! 

I have utilized this blog site for three classes in the master’s program (ELRC 4507, ELRC 7501, ELRC 7505) and I enjoy that I get to continue to update it and watch it grow.  Please look around the blog and if you have time, feel free to check out the main website that has links and examples to use for language education!

Interest in the Course

At first glance, the name of the course—Design & Development of Multimedia Instructional Units—sounds like it may be a class filled with creative, exciting, and new projects.  This is my 5^th/6^th course in the program, and I have mentioned in many introduction posts on Moodle and Flipgrid, as well as in the About Me section of this blog site, that my biggest hobby is in watching independent film.  Multimedia is a combination of words, audio, and images, but I am really drawn to the animation and “filmmaking” portion of it.  As far as the design and development components, I have correlated that to actions a director a producer would have, which all the more makes me very interested in what the class potentially has to offer. 

What to See in the Coming Weeks?

I am very eager to see what we will be able to create as we gain a better understanding through processes and principles in the next seven weeks!  After quickly viewing each module title, the personalization principle has caught my attention more so than others.  In previous semesters, I have had opportunities to learn about different types of instructional learning strategies, creating digital story boards, and also branching out towards different products for a multimedia projects.  The greatest part about those assignments was the personalization factor.  So, I am very interested to know the “behind the scenes” of how to improve and develop a better creator experience for myself and developing a better audience experience for viewers/participants.  Looking forward to sharing these new experiences with the class or those who are just following along!   Please don't hesitate to reach out! I appreciate any feedback/comments.  Thanks!

Here is a link to my multimedia project!

https://my.visme.co/view/dmdrm6z1-ok32rzkyo4kz5w8d

Here is a link to my digital storyboard video!

https://sites.google.com/view/anateacheseigo/technology-projects/digital-story?authuser=0