Nawal Alqarni's Portfolio
AECT Standard 4.2 - Leadership
"Candidates lead their peers in designing and implementing technology-supported learning." (AECT, 2012)
Artifact 22 A - Classroom Facilitation Synchronous Presentation
Artifact 22 B - Classroom Facilitation Synchronous Presentation
Description
These artifacts were created in the Fall of 2018 for Dr. Misook Heo’s GDIT 705 - Cognition and Instructional Design. In this course, we were asked to choose and facilitate two chapters of the book, The Cambridge handbook of multimedia learning (Mayer, 2014); Each chapter discussed one principle of multimedia learning. First, we were required to create and post a thinking question related to the reading of the chapter, and also a learning activity to apply the principle of multimedia learning on the discussion board before class facilitation. Then creating a synchronous presentation to briefly outline the main ideas from the reading and summarize the thoughts from the Blackboard replies and discussion thread in the class.
Reflection
These artifacts demonstrate my ability to lead my peers in aspects related to designing and implementing technology-supported learning. In this class facilitation, I created synchronous presentations using the multimedia principle (Mayer, 2014). I used visualization icons and multimedia techniques such as color codes to facilitate the learning of the content. I also used diagrams and concept maps to explain ideas. With these techniques, I aimed to draw the attention of the audience and reduce their cognition load to process information (Gog, 2014). These presentations improved my presentation and teaching skills in addition to providing me with the skills to lead my peers on the presented topic. Moreover, this class facilitation has helped me to teach better through preparing instructional materials, posing discussion questions before class, facilitating the discussion board before and after the class, delivering the content, and engaging learners in online activities.
References
Gog, T. (2014). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.)The Cambridge handbook of multimedia learning, (263-278). Cambridge University Press.
Mayer, R. (2014). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. In R. E. Mayer (Ed.) The Cambridge handbook of multimedia learning, (pp. 345–368). Cambridge University Press.