Date of Award
12-2019
Culminating Project Type
Plan C Paper
Degree Name
Information Media - Instructional Design and Training: M.S.
Department
Information Media
College
School of Education
First Advisor
Kristen Carlson
Second Advisor
Jennifer Hill
Third Advisor
Roseann Wolak
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Mayer's principles for multimedia learning; eLearning; cognitive load theory; extraneous processing; signaling; coherence; redundancy; temporal contiguity; spatial contiguity;
Abstract
The purpose of the portfolio is to illustrate tangible examples of effective eLearning design and to explain why they are effective. In this chapter, the products of the portfolio will be thoroughly described. How the products are implemented in the Instructional Design community is then described and explained. The goal of these products is to help the professional Instructional Design community by offering a comprehensive resource showing best practices based on principles to reduce extraneous processing.
The products of the portfolio, as described in chapter three are two separate items that are now combined into one deliverable. This overall deliverable is an eLearning module created with Articulate Storyline 360. It has intuitive navigation, branching navigation and self-paced learner-led options to explore the content. The module starts with a main menu page, which has an interactive design. There is a title here and five tabs, one for each principle. As the learner hovers over each of the five tabs, they move on a motion path and reveal the names of the principles. Once the tabs are expanded, they remain that way throughout the whole interaction, no matter how many times the learner navigates from and back to the main menu. The learner can access and return to any of the menu options as frequently or infrequently and in any order in which they desire. This unlocked navigation is purposeful and done so because the implementation of the module is to be a resource. Each button when clicked, brings the learner to the corresponding branching scene. Each scene has a landing slide with the name and brief definition of the principle, as well as three buttons. The learner can click on one button at a time to lightbox a new slide with content that is either an example or a non-example of the principle in action. Each principle has a total of three different examples and/or non-examples. Similar to the free navigation of the main menu, once a learner accesses a lightbox they can close out of it by clicking the X in the upper right corner. They can visit and revisit as many times as they wish. The button to access the lightbox has a responsive design so that once accessed, a checkmark is revealed to signal it has been visited.
Each lightboxed slide has a layer on it. The main base layer of the slide displays the featured content. However, to view the explanation of how the example represents the principle, there is an icon in the upper left corner that can be clicked to reveal a layer with an explanation. This layer can be opened and closed as many times as the user wants and can be left in either state without it distracting from the main content of the slide.
Recommended Citation
Higdon, Amy, "Applying principles for multimedia learning to eLearning modules to reduce extraneous processing" (2019). Culminating Projects in Information Media. 26.
https://repository.stcloudstate.edu/im_etds/26
