LTEC 6200 Final Reflection
- paulasmith9
- Jul 24, 2023
- 4 min read
It is the final reflection, and so much I have learned over the semester; since the first reflection, my understanding of message design associated with instruction or learning theories has been minimal. I have broader dept of what message design is in instructional content. Applying theory and practices to transmit information to learners is instructional message design. Cognitive load and multimedia design theory can be employed to assist in the development of our educational message. Static art (illustrations, diagrams, pictures) or dynamic art (animation, video, virtual reality, video games, and simulations) with or without accompanying audio can be used in visual communications (Ramlatchan, 2019). The following theories aid in the design of our messages using various technologies. Gestalt, cognitive load, multimedia learning, media selection, media qualities, and general communication systems theories are among those addressed (Ramlatchan, 2019). One of the best things about message design is that its concepts can be applied to any subject. You can be an educator, facilitator, trainer, policy administrator, sports broadcaster, or vlogger.
I think I have said this in all the reflections: understanding and planning effectively your instructional content could impact your student's ability to stay engaged, motivated, and retention of knowledge better when cognitive load is balanced to construct knowledge. The Cognitive Load Theory (CLT) is an instructional design theory that explains how we absorb knowledge and reflects our mental structure. (Sweller, 2012). Learners have varied learning styles and can process information through two channels: verbal (text and narrative) and nonverbal (images and animations), according to Cavanagh and Kiersch's (2022) article. I discovered that a learner's mental or cognitive state is critical for generating new knowledge fused with existing knowledge. Cognitive learning is active, constructive, and long-term learning. It involves students in education, teaching them how to use their mental abilities more effectively when learning new topics. The cognitive load is hindered when cognitive overload grows or working memory capacity exceeds its limits (de Bruin, 2017).
Some of the best articles I have read are "Message Design for Instructional Designers: An Introduction" Chapter 1 by Miguel Ramlatchan. The chapter was very informative on message design and its use in our global society. When we looked around at the tea mug, the ministry logo, multiple mouse pads from tech conferences, the many pin pads my team installed in Chuckie Cheese stores with the branding "Where a Kid Can Be a Kid," and the many T-shirts from the previous Woman Thou Art Loosed conferences, I realized that message design is all around us in everyday life. Another Article I want to reflect on is by Mayer (2021), "Evidence-Based Principles for How to Design Effective Instructional Videos." An instructional video is a multimedia educational message consisting of the article by Mayer, 2021 thoroughly researched the cognitive theory of multimedia learning works with the three learning science principles. The issue for instructional designers is effectively utilizing the learner's visual and verbal channels to allow for active mental processing without overloading the learner's processing capacity while building multimodal learning (Mayer, 2021). The article was consistent with the course's understanding of the cognitive load hypothesis, supported by evidence-based examples in the report.
The key takeaways of research for this course are that in both asynchronous and synchronous options, instructional design and evidence-based research can significantly impact instructional content and messaging. The best thing to do is assess how technology, multimedia, and message design may be integrated into your curriculum, then apply theories and concepts to help with the cognitive load for digital learning. Multimedia theory examines how different media types, such as text, images, audio, and video, might be combined to effectively communicate messages to an audience (Mayer, 2009; Mayer, 2021). It includes concepts and standards for creating and presenting multimedia material to maximize comprehension, engagement, and retention. Connect meaningful knowledge for students to learn through your instructional design with the message design principles.
Some practical takeaways are always understanding the Mayer 12 Multimedia, Message Design, UX/UI design, and Web design principles. Stay current on learning sciences, as theories and concepts are constantly evolving. Remember, keep the cognitive load balance for the learner; there is enough distraction with everyday life, so retention, motivation, and engagement are locked in. Use evidence-based theories or refutable concepts to ensure credibility and validity in education. Most importantly, ensure the messages are clear, concise, persuasive, coherent, and tailored to the intended audience with an emotional appeal. After this course, one can train others with the knowledge gained through webinars, virtual settings, or innovative ways to learn more about message design.
References:
Cavanagh, T. M., & Kiersch, C. (2022). Using commonly-available technologies to create online multimedia lessons through the application of the cognitive theory of multimedia learning. Educational technology research and development. https://doi.org/10.1007/s11423-022-10181-
de Bruin, A. B., & Van Merriënboer, J. J. (2017). Bridging cognitive load and self-regulated learning research: A complementary approach to contemporary issues in educational research. Learning and Instruction, 51, 1-9.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). NewYork: Cambridge University Press.
Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229-240.
Ramlatchan, M. (2019). Instructional Message Design: Theory, Research and Practice. ODU Digital Commons, 1(1). https://digitalcommons.odu.edu/instructional_message_design/
Sweller, J. (2012). Cognitive load theory. Encyclopedia of the Sciences of Learning, 601-605.
Comments