F. Questier, E-learning design models - Primer for (educational) technologists, Presented at MarMOOC Erasmus+ workshop at University of Vigo, May 2017

1. E-learning design models
Primer for (educational) technologists
Prof. dr. Frederik Questier
Vrije Universiteit Brussel
Presented at the University of Vigo, Spain, 2017

2. Cette présentation se trouve à
http://questier.com
http://www.slideshare.net/Frederik_Questier

3. Our MOOCs will be developed in teams
of teachers and (educational) technologists.
What should the technologists
know about the design process?

4. ADDIE model
https://commons.wikimedia.org/wiki/File:ADDIE_Model_of_Design.jpg CC-BY-SA by Fav203

5. ASSURE model
A Analyze Learners
S State Objectives
S Select Methods, Media & Materials
U Utilize Media & Materials
R Require Learner Participation
E Evaluate & Revise
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Educational media and technologies for learning.

6. 7
Learn from
Learning Analytics!
The Learning Analytics Cycle, CC-BY by Doug Clow,
http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/

7. Cognitive Theory of Multimedia Learning
by Prof. Richard E. Mayer
People learn better
when multimedia learning material is designed
according to the working of the human brain
and evidence based principles
Photo from http://www.239productions.co.uk/mayer/ CC-BY-SA-ND by Mike O'Donoghue

8. How do we learn
(better)?

9. Cognitive Theory
of Multimedia Learning
3 assumptions (theory)
11 design recommendations (practice)

10. CTML
assumptions

11. 1. Dual channel assumption
Typically wrongly assigned to: Petersen, S.E., Fox, P.T., Posner, M.I., Mintun, M.A., & Raichle, M.E. (1988). Positron emission
tomographic studies of the cortical anatomy of single word processing. Nature, 331, 585-589.
http://www.nil.wustl.edu/labs/petersen.old/publications/Nature331_585-589.pdf
Real source and copyright licence unknown.

12. 2. Limited capacity assumption
Humans are limited
in the amount of information
that they can process
in each channel at one time
(Cognitive Load Theory, Sweller, Chandler, 1991)

13. 3. Active processing assumption
Learning is an active process
whereby selected information
is organised in mental models
and integrated with previous knowledge

14. SOI model of Mayer
Selection Organisation Integration
Adapted from https://commons.wikimedia.org/wiki/File:Cognitive_Theory_of_Multimedia_Learning_(Mayer,_2005).png
CC-BY-SA by StanislausErhardt

15. CTML
design recommendations

16. 1. Multimedia principle
Students learn better
from words and pictures
than from words alone
Constructing verbal + non-verbal models
and the relations between themand the relations between them
→→ deeper learningdeeper learning

17. 2. Spatial contiguity principle
Students learn better
when corresponding words and pictures
are presented near
rather than far
from each other on the page or screen

18. 2. Spatial contiguity principle
very bad example
Sailboat diagram from The Century Dictionary, page 5575 (1911). By Ernest Thompson Seton, Public Domain

19. 2. Spatial contiguity principle
bad example
All flowcharts begin with the start symbol. This shape is called a
terminator.
Inputs, such as materials or components, e.g. Printed Circuit Board
(PCB).
Processes, such as activities or tasks, are sometimes used to link
to a subroutine (another flowchart) with more detailed steps, e.g.
drill Printed Circuit Board (PCB).
The decision symbol checks a condition before carrying on, e.g. is
the drilling accurate?
Outputs, e.g. Printed Circuit Board (PCB) with holes drilled.
All flowcharts end with the end symbol. This shape is called a
terminator.
Adapted from “flow chart symbol meanings”, by Jessica Mullen, Creative Commons Attribution license

20. 2. Spatial contiguity principle
nearby, but separated presentation
“flow chart symbol meanings”, by Jessica Mullen, Creative Commons Attribution license

21. 2. Spatial contiguity principle
good example: integrated presentation
“Acid rain diagram” by Siyavula Education, Creative Commons Attribution license

22. 3. Temporal contiguity principle
Students learn better
when corresponding words and pictures
are presented simultaneously
rather than successively

23. 4. Coherence principle
Students learn better
when extraneous material is excluded
rather than when included
Avoid cognitive overload & unnecessary
➢ words
➢ images
➢ sounds/music

24. 5. Modality principle
Students learn better
from animation and narration than
from animation and on-screen text

25. 6. Redundancy principle
Students learn better
from animation and narration than
from animation, narration and text
Avoid cognitive overload of visual channel!

26. 7. Chunking principle
Students learn better
from small segments audiovisual material than
from long segments audiovisual material
due to limits in the working memory
(“max circa 7 chunks”)

27. 8. Personalisation principle
Students learn better
fromfrom personal language (me, you, we) thanthan
fromfrom formal language (one, ...)

28. 9. Interactivity principle
Students learn better
when they canwhen they can control the pace of the presentationof the presentation
CC0 https://www.pexels.com/photo/woman-girl-remote-watching-2984/

29. 10. Signaling principle
Students learn better
when there are signals
about the organisation of the text
Support selection, organisation and integration!
➢ titles
➢ bold, italics
➢ arrows, icons
➢ order, coherence
➢ cause-consequence, hierarchy
➢ ...
CC-BY-SA by Joe Loong

30. 11. individual differences principle
➢ Design effects are stronger
for low-knowledge learners
than for high-knowledge learners (who can
compensate for lack of guidance)
➢ Design effects are stronger
for high-spatial learners
than for low-spatial learners (who have difficulties
integrating visual and verbal representations)
Einstein, Public Domain

31. CTML criticism?

32. CTML
validity / criticism / extension
➢ Empiric evidence (for positive sciences)
➢ Generalising to other knowledge domains?
➢ Doesn't take into account
➢ Social-constructivism
➢ Self-directed learning
➢ Motivational aspects
➢ Muller, D. A.; Lee, K. J., & Sharma, M. D. (2008),
"Coherence or interest: Which is most important in online
multimedia learning?". Australasian Journal of Educational
Technology 24 (2): 211-221

33. Content is no longer king!

34. 39
CC-BY-NC-SA by Katrin Becker,
http://www.minkhollow.ca/Thesis07/lib/exe/detail.php?id=thesis%3Ach04&media=thesis:jonassen.png

35. Exercise
Which characteristics of Jonassen's model
apply to the following learning environments?

36. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
https://commons.wikimedia.org/wiki/File:Conceptmap.png CC-BY-SA by Vicwood40

37. Case kit (Ugent, Jan Velghe)
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

38. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

39. Pharmacy simulations
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

40. Competition + ?
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

41. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

42. Most relevant recommendations
➢ Think student centered
➢ Activate the student
➢ Integrate pictures and words or rather narration
➢ Avoid unnecessary materials
➢ Use small segments
➢ Allow learners to control the pace
➢ Provide signals about the structure of the media

43. 60
DAREDARE
TOTO
SHARESHARE

44. Additional copyright credits
➢ Share matches CC-by-nc-nd by Josh Harper
➢ Question mark CC-by by Stefan Baudy
➢ Screen shots
➢ Virtual Chem Lab
➢ Casekit
➢ Mahara
➢ Big Blue Button
➢ Gimmics
➢ https://pixabay.com/en/bone-crown-dead-king-1299051/ CC0 Public Domain
➢ Social Icons by Iconshock http://www.iconshock.com/social-icons/

45. This presentation was made with 100% Free Software
No animals were harmed
Questier.com
Frederik AT Questier.com
www.linkedin.com/in/fquestie
www.diigo.com/user/frederikquestier
www.slideshare.net/Frederik_QuestierQ
uestions?
Merci!