Chapter 1: Message Design for Instructional Designers - An Introduction

Instructional message design is the use of learning theories to effectively communicate information using technology. Theories involving gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems help us guide design. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes the study and the use of typography, color, illustrations, photographs, modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques while subsequent chapters will dive much deeper into practical applications in instructional design

Chapter 3: Multimedia Learning Theory and Instructional Message Design

Multimedia learning theory describes how the designers of instructional messages, systems, and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our message design and communication, and exciting future directions that we can take new research

A Companion Study Guide for the Cisco DCICN Data Center Certification Exam (200-150)

The official Cisco DCICN book and practice exams are great resources, but this is not an easy exam. This study guide is a companion to those resources and summarizes the subject areas into additional review questions with an answer description for each item. This book is not a braindump and it is not bootleg screenshots of the actual exam. Instead, this book provides additional context and examples, serves to complement other study guides, and provides additional examples. If you are getting ready to take the exam for the first time, I hope that this guide provides the extra help to pass! If you are up for re-certification, I hope that this guide serves as a refresher and reminder! Keep working hard, keep studying, and never stop learning…https://digitalcommons.odu.edu/distancelearning_books/1000/thumbnail.jp

The Myth & Legend of E.T. the Extra-Terrestrial on the Atari 2600: The Fan’s Quick Start and Strategy Guide

As an instructional designer and technologist, my goal with this book is remarkably simple, to consolidate and create a job aid for a complex and often frustrating/misunderstood quest. Rather than hunting all over the Internet, the map, tips, and information about the game are all gathered and summarized here. Also, rather than being an obscure Easter Egg in Amazon (like an Earnest Cline/James Halliday egg, especially on the hidden Pacman arcade game), I want to make this guide easier to find. Along with the nostalgia, classic video games and the technology and applied message design behind their creation are fascinating, especially when considering what has been built upon these foundations. I hope you find this guide helpful and motivating... have fun and \u27pass on what you have learned\u27... [Miquel Ramlatchan]https://digitalcommons.odu.edu/distancelearning_books/1001/thumbnail.jp

Chapter 03: Multimedia Learning Theory and Instructional Message Design

Multimedia learning theory describes how the designers of instructional messages, systems and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our message design and communication, and exciting future directions that we can take new research

Immersive Telepresence and Student Perceptions of Instructor Credibility and Immediacy

Immersive telepresence systems offer a new standard of high definition video, high resolution audio, life size displays, camera and microphone arrays that together create a new level of seamless video conferencing experiences. The result is a communication and learning environment that virtually recreates the immediacy of face-to-face group conversations. However, few quantitative research studies have been conducted to test the return on investment compared to the impact on students. This presentation presents the early findings of an experimental study that investigated the learning effectiveness and student perceptions of instructor credibility and immediacy. These results were compared to other online multimedia treatment groups, using the same content, instructor, and presentation slides. Analysis of Variance and post-hoc comparisons indicated several statistically significant differences between the Immersive TelePresence treatment group and the other presentation trials. The findings strongly suggest technology and instructional systems design best practices based on student preferences for multimedia environments. For instance, learners in the TelePresence treatment group were less likely to drop the course, felt they learned more, felt they did not have to work as hard to learn, and found the instructor more credible

Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy

Online learning and the use of multimedia is a quickly growing element of higher education. This experimental research study examines five common audio and video presentation designs to inform evidence-based practices that can be applied by instructional designers as they develop content for online learners. Specifically, this experiment compares instructor-only, slides-only, dual-windows, video-switching, and superimposed-slides multimedia designs in terms of learning effectiveness, perceived instructor credibility, instructor immediacy, and cognitive load created by each design. This study included a diverse sample of adult learners who were randomly assigned to treatment groups. A total of 171 participants completed the study and responded to the NASA Task Load Index (TLX) used to gauge task and cognitive load, the credibility and immediacy survey, and the 20-item post-test. A series of 5x1 Analyses of Variance and Tukey post-hoc calculations were conducted to test for statistically significant differences between groups. The results suggest that a balance can be established between instructor credibility and immediacy by showing both the instructor and instructional content during online classes. The five multimedia designs can yield similar results in recall and comprehension as long as audio, video, and content quality is a design priority. The results also indicate that the design of instructional methods has a greater impact on learning than the device used to receive that instruction. Media and technology are a means to deliver pedagogy and foster communication; it is up to instructors and designers to use evidence-based best practices such as these to build optimal learning environments and instructional systems

Creating the Online Learning Community for Distributed Education Doctoral Programs

Many colleges and universities now readily embrace the Internet as a viable distributed learning delivery model. As such, the Internet is a valuable tool to attract the highest quality students to an institution’s academic programs. However, while this may work well at the undergraduate or master’s level, many institutions maintain a required residential or internship requirement as part of a doctoral program. This interactive learning community is a vital aspect of a quality doctorate program. This paper presents a means to create an online learning community to replicate the residential graduate student experience. This goal is accomplished through the collaborative use of videoconferencing, video/web streaming, and communication applications. The paper also illustrates two examples from a Modeling and Simulation and an Instruction Design and Technology doctoral level curriculum

Chapter 01: Message Design for Instructional Designers - An Introduction

Instructional message design is the use of learning theories to effectively communicate information using technology. Design is guided by theories including gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes, among others, the study and the use of typography, color, illustrations, photographs modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques while subsequent chapters in this book will dive much deeper into practical applications in instructional design