Instructional design Process
For my research project, I am interested in exploring the potential that e-learning offers for multi-modal presentation of course materials.
I recently read a particularly interesting chapter by Richard E. Mayer, a professor of psychology at the University of California who has presented a cognitive theory of multimedia learning. I found this particularly interesting for its foundation in theory of human memory and the science of learning.
He promotes the need for focus on three kinds of instructional strategy: reducing extraneous processing – minimising related but non-essential information; managing essential processing – to ensure that it does not exceed a learner’s cognitive capacity; and fostering generative processing - where a learner makes sense of the material and is most likely to assimilate into their long-term memory.
The following is a graphical summary of his 12 research-based principles for effective design of multimedia instruction, which are sub-divided under the 3 headings identified earlier:
Reducing extraneous processing
Managing Essential Processing
Foster Generative processing
Reference:
Mayer, R. E. (2014). Research-Based Principles for Designing Multimedia Instruction. Applying Science of Learning in Education - Infusing Psychological Science into the Curriculum. Division 2 American Psychological Association. Retrieved online October 12th 2016 from: http://hilt.harvard.edu/files/hilt/files/background_reading.pdf