Multimedia Learning and Tech-enhance Learning Principles (“MML-TEL”)

Tammy Hotchkiss

1. Who is your current (or future) audience for creating instruction mediated through online or blended
technologies (such as a website)?

The current or future audience for my instructional website will be freshman level college students at Southern
Crescent Technical College.

2. What kind of instructional webpage do you need to make?

The kind of instructional webpage will be an Instructional on Basic Web Design.

3. What content area(s) could/would your instruction address?

The content area would cover basic instruction on HTML and CSS.

4. What broad goals (or specific objectives, if you prefer) do you think you will want your instructional component to
have?

COURSE OBJECTIVES

Student will:

● Demonstrate knowledge, skills, and understanding of the design process using a storyboard and wireframe
in relation to web design.
● Apply skills through the creation of a functional website using basic html using software and tools to
publish a website on the internet.
● Identify and evaluate proper compliance with 508 compliance, copyright and fair use and apply this
knowledge to through demonstration in their own use.
● Demonstrate continual growth in technology knowledge, skill, and application to stay abreast of emerging
technologies.
● Engage collaboratively in discussion board assignments using netiquette meaning the correct or acceptable
way of communicating on the Internet.
5. Briefly describe your learners in terms of age, motivation, and other specifics that may bear on the learning
and/or use of an instructional web page you might design.

The adult learners are secondary education level (freshman) seeking associate and bachelor undergraduate degrees,
primarily adult learners typically 35-45 years of age, approximately 80% black or 20% white, approximately 80%
female or 20 % male student population who use 98% English as their primary language.

6. Do you see your learners in a face-to-face, blended, or online format?

This will be either provided in a face-to-face (occasionally blended) or online environment.

7. In your current or near-future role, would you describe your role as a “teacher-as-designer,” working on a “design
team,” and/or using a premade "template design"? (p. 23)

Teacher-As-Designer will be determining the course content, organizing it into units, preparing the lesson plan and
assessment and teaching the course.

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8. What kinds of instructional activities are well-suited to your content and your learners' needs (read para. 2 on p.
29)?

Video will be an important component of this course instruction module. At Southern Crescent Technical College
students will primarily be familiar with using an iMac computer.

9. Of the instructional strategies noted on p. 31, which are best suited (at this point, as you think about creating an
instructional web page) to your learners?

Project-based learning, tutorials, and demonstration will most likely play a key role in determining if the learners are
understanding the material and demonstrate their ability to recreate the intended material themselves.

10. Would your instructional webpage need to include an assessment component? Why or why not?

The students will be able to be assessed through completion of a project that demonstrates the ability to create a
functional web page themselves.

11. How might your instructional webpage be designed to help overcome common barriers for learners with special
needs? (p. 32)

Videos will contain closed captions, all content visually will be provided alternately in a textual component, all
images will contain content descriptions directing visual impaired individuals. Content will flow with repetition of a
single strategy to allow attention-deficit disordered or reading disabled students to digest the material with ease.

Reading #1: E-Learning & Science of Instruction (Clark & Mayer, 2011)

12. Thinking about the purpose you have begun to sketch for an instructional webpage (above), which Multimedia
E-LEARNING Guidelines do you think your page will focus on? Select between 5 and 10 points you want your
instruction to really focus on. Paste them in the space below.

Mode/Purpose Chapter Guidelines Used

Use relevant graphics and text to communicate

Visual Mode Only 4 content. Multimedia Principle. Yes

Use animations to demonstrate procedures; use a

series of stills to illustrate processes. Multimedia
Visual Mode Only 4, 8 and Coherence Principles. Yes

Use simpler visuals to promote understanding.

Visual Mode Only 8 Coherence Principle. Yes

Use explanatory visuals that show relationships

among content topics to build deeper
Visual Mode Only 4 understanding. Multimedia Principle. Yes

Integrate text nearby the graphic on the screen.

Visual Mode Only 5 Contiguity Principle. Yes

Allow learners to play an animation before or after

Visual Mode Only 5 reviewing a text description. Contiguity Principle. Yes

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 Avoid covering or separating information that must
Visual Mode Only 5 be integrated for learning. Contiguity Principle. Yes

Avoid irrelevant graphics, stories, and lengthy text.

Visual Mode Only 8 Coherence Principle. Yes

Write in a conversational style using first and second

Visual Mode Only 9 person. Personalization Principle. Yes

Use virtual coaches (agents) to deliver instructional

content such as examples and hints. Personalization
Visual Mode Only 9 Principle. Yes

Break content down into small topic chunks that can

be accessed at the learner's preferred rate.
Visual Mode Only 10 Segmentation Principle. Yes

Teach important concepts or facts prior to

Visual Mode Only 10 procedures or processes. Pretraining Principle. Yes

When teaching concepts and facts prior to

procedures or processes, maintain the context of
Visual Mode Only 10 the procedure or process. Pretraining Principle. Yes

Use relevant graphics explained by audio narration

to communicate content. Multimedia and Modality
Audio or Visual Modes 4, 6 Principles. Yes

Maintain information the learner needs time to

process in text on the screen, for example,
directions to tasks, new terminology. Exception to
Audio or Visual Modes 6 Modality Principle. Yes

Do not allow separation of visuals and audio that

Audio or Visual Modes 5 describes the visual. Temporal Contiguity Principle. Yes

Do not present words as both onscreen text and

narration when there are graphics on the screen.
Audio or Visual Modes 7 Redundancy Principle. Yes

Avoid irrelevant videos, animations, music, stories,

Audio or Visual Modes 8 and lengthy narrations. Coherence Principle. Yes

Script audio in a conversational style using first and

Audio or Visual Modes 9 second person. Personalization Principle. Yes

Script virtual coaches to present instructional

content such as examples and hints via audio.
Audio or Visual Modes 9 Modality and Personalization Principles. Yes

Break content down into small content chunks that

Audio or Visual Modes 10 can be accessed at the learner's preferred rate using Yes

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 a continue or next button. Segmentation Principle.

Use a continue and replay button on animations

that are segmented into short logical stopping
Audio or Visual Modes 10 points. Segmentation Principle. Yes

Teach important concepts and facts prior to

Audio or Visual Modes 10 procedures or processes. Pretraining Principle. Yes

Transition from full worked examples to full practice

assignments using fading. Worked Example
Teaching Job Tasks 11, 12 Principle. Yes

Insert questions next to worked steps to promote

Teaching Job Tasks 11, 12 self-explanations. Self-Explanation Principle. Yes

Add explanations to worked out steps in some

Teaching Job Tasks 11, 12 situations. Guidance Principle. Yes

Provide several diverse worked examples for far

Teaching Job Tasks 11, 12 transfer skills. Varied Context Principle. Yes

Promote active comparisons of varied context

Teaching Job Tasks 11, 12 worked examples. Transfer Principle. Yes

Provide job-relevant practice questions interspersed

throughout and among the lessons. Spaced vs.
Teaching Job Tasks 11, 12 Masses Practice Principle. Yes

For more critical thinking skills and knowledge,

Teaching Job Tasks 11, 12 include more practice questions. Practice Principle. Yes

Mix practice types throughout lessons rather than

grouping similar types together. Distributed Practice
Teaching Job Tasks 11, 12 Principle.

Provide explanatory feedback in text for correct and

Teaching Job Tasks 11, 12 incorrect answers. Feedback Principle. Yes

Design space for feedback to be visible close to

Teaching Job Tasks 11, 12 practice answers. Contiguity Principle. Yes

Avoid praise or negative comments in feedback that

directs attention to the self rather than the task.
Teaching Job Tasks 11, 12 Feedback Attention Focus Principle. Yes

Assign collaborative projects or problem discussions

Collaboration 13 to heterogeneous small groups or pairs.

Use asynchronous communication tools for projects

that benefit from reflection and independent
Collaboration 13 research. Yes

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 Use synchronous communication tools for projects
Collaboration 13 that benefit from group synergy or social presence.

Make group assignments and assign participant

Collaboration 13 roles that promote deeper processing.

Provide structured assignments such as structured

Collaboration 13 controversy to minimize extraneous cognitive load. Yes

Ensure social interdependence by giving a group a

reward based on the sum of individual
Collaboration 13 achievements.

Allow learners choices over topics and instructional

methods such as practices when: a) They have
related prior knowledge and skills and/or good self-
regulatory learning skills; b) Courses are designed to
be informational rather than skill-building; c)
Courses are advanced rather than introductory; d)
The content topics are not logically interdependent
so sequence is not critical; e) The default option
Navigational Options & leads to important instructional methods such as
Learner Control 14 practice. Yes

Limit learner choices over topics and instructional

options when: Learners are novice to the content,
Navigational Options & skill outcomes are important, and learners lack good
Learner Control 14 self-regulatory skills. Yes

Use adaptive diagnostic testing strategies when: a)

Learners lack good self-regulation skills and the
instructional outcomes are important; and/or b)
Learners are heterogeneous regarding background
and/or instructional needs and the cost to produce
Navigational Options & tests and decision logic gives a return on
Learner Control 14 investment.

Always give learners options to progress at their

Navigational Options & own pace, replay audio or animation, review prior
Learner Control 14 topics/lessons, and quit the program. Yes

Building Problem- Use realistic job tools and cases to teach job-specific
solving Skills 15 problem-solving processes.

Provide worked examples of experts' problem-

Building Problem- solving actions and thoughts. Worked Examples
solving Skills 15 Principle. Yes

Building Problem- Use techniques such as a video commentary or self-

solving Skills 15 explanation questions to ensure that learners attend Yes

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 to and process specific behaviors of expert models.

Provide learners with a map of their problem-solving

Building Problem- steps to compare with an expert map. Feedback and
solving Skills 15 Reflection Principles.

Provide sufficience guidance to ensure productive

Building Problem- case work in whole-task lesson designs. Guidance
solving Skills 15 Principle. Yes

Base lessons on an analysis of actions and thoughts

Building Problem- of expert practitioners through cognitive task
solving Skills 15 analysis. Job Validity Principle.

Align the goals, rules, activities, feedback, and

consequences of the game or simulation to desired
Games & Simulations 16 learning outcomes.

Provide structure and guidance to help learners

Games & Simulations 16 reach instructional goals. Guidance Principle.

Avoid open-ended games and simulations that

Games & Simulations 16 require unguided exploration. Guidance Principle.

Integrate proven instructional strategies such as

explanatory feedback and self-explanation questions
Games & Simulations 16 into games and simulations.

Manage goal and interface complexity to minimize

Games & Simulations 16 extraneous cognitive load. Coherence Principle.

Design interface and activities to make the

Games & Simulations 16 relevance of the activity salient.

13. Why are these multimedia guidelines important for you, your audience, and your
instructional webpage?

In our society today, technology holds an important role from all economical positions. It is
important that students are at least familiar with the web design process. From creating a
portfolio to an online resume, any student could benefit from the use of basic web design skill
sets.

http://hotchkiss.space/index.html

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