Nawal Alqarni's Portfolio
AECT Standard 2.1 - Creating
"Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes." (AECT, 2012).
Artifact 8 - Online Asynchronous Learning Module
Description
This artifact was created in the Fall of 2018 for Dr. Misook Heo’s GDIT 705 - Cognition and Instructional Design. We were asked to develop an asynchronous learning environment with one or more modules using a learning management system, on a topic of our choice. I first created a lesson plan outlining the learning objectives, learning materials, learning activities, and assessments of the learning module. Then I designed the online learning module through the web development company Wix.com. The online asynchronous learning modules aimed to help High school students to design and create an e-Portfolio at their own pace. The main objective of this assignment was to use the various multimedia principles discussed in Richard Mayer’s 2014 book; The Cambridge handbook in multimedia learning.
Reflection
I chose this artifact to demonstrate my ability to apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. In this project, I have employed a variety of multimedia forms in the learning modules to facilitate learning. I created the learning modules by using several principles of multimedia learning (Mayer, 2014). One of these was the multimedia principle (Butcher, 2014), requiring the use of both words and pictures for a better learning experience. I have used visuals and color codes in each module to promote learning and increase understanding. I used also hyperlinks to help learners navigate the contents of each module easily and to reduce the amount of time spent in the learning process, thus eliminating the cognitive load required for processing the material. Another was the learner control principle, which states that learner control can benefit learning if students possess high levels of prior knowledge and if instructional support is available (Scheiter, 2014, p. 487). In this online learning environment, instructions help students to self-regulate their learning and to learn in sequence. Moreover, the assessment in designing the learning modules (the pre-test and post-test) allows learners to self-evaluate their prior knowledge. The post-test also allows the learner to self-evaluate their learning before moving on to the next module. The instructional design of these modules also follows the feedback principle in multimedia learning, which states that explanatory feedback is better for learners compared to simple corrective feedback (Johnson & Priest, 2014, p. 449).
This project helped me to gain direct experience designing and developing learning materials and environments by incorporating multimedia principles. I gained an understanding of how to create an online learning environment that can maximize students' engagement in learning. Additionally, the project allowed me to develop my understanding of educational technology management when creating an online learning environment using a Learning Management System (LMS).
References
Butcher, K. R. (2014). The multimedia principle. The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 174-205). Cambridge University Press.
Johnso, C. I., & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Second Edition, pp. 449–463). Cambridge University Press.
Mayer, R. E. (2014). Principles based on social cues in multimedia learning: personalization, voice, image, embodiment principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Second Edition, pp. 345–370). Cambridge University Press.
Scheite, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Second Edition, pp. 487–512). Cambridge University Press.