425 lines
12 KiB
Markdown
425 lines
12 KiB
Markdown
# Educational Design
|
||
|
||
This resource provides cognitive design principles for instructional materials, e-learning courses, and educational software.
|
||
|
||
**Covered topics:**
|
||
1. Multimedia learning principles (Mayer's principles)
|
||
2. Dual coding theory
|
||
3. Worked examples for skill acquisition
|
||
4. Retrieval practice for retention
|
||
5. Segmenting and coherence
|
||
|
||
---
|
||
|
||
## Why Educational Design Needs Cognitive Principles
|
||
|
||
### WHY This Matters
|
||
|
||
**Core insight:** Human learning is constrained by working memory limits and processing channels - instructional design must align with these cognitive realities.
|
||
|
||
**Common problems:**
|
||
- Dense slides with text paragraphs + complex diagrams (split attention)
|
||
- Passive reading/watching (weak memory traces)
|
||
- Decorative graphics competing with instructional content
|
||
- Information overload (exceeds working memory)
|
||
- No active recall opportunities (retrieval practice missing)
|
||
|
||
**How cognitive principles help:**
|
||
- **Dual coding:** Combine relevant visuals + words (two memory traces)
|
||
- **Modalities principle:** Audio narration + visuals (splits load across channels)
|
||
- **Coherence:** Remove extraneous content (frees working memory)
|
||
- **Segmenting:** Break into chunks (fits working memory)
|
||
- **Retrieval practice:** Active recall strengthens retention
|
||
|
||
**Research foundation:** Richard Mayer's multimedia learning principles, John Sweller's cognitive load theory, Paivio's dual coding theory
|
||
|
||
---
|
||
|
||
## What You'll Learn
|
||
|
||
**Five key areas:**
|
||
|
||
1. **Multimedia Principles:** How to combine words, pictures, and audio effectively
|
||
2. **Dual Coding:** Leveraging visual and verbal processing channels
|
||
3. **Worked Examples:** Teaching complex procedures efficiently
|
||
4. **Retrieval Practice:** Active recall for long-term retention
|
||
5. **Segmenting & Coherence:** Chunking content and removing noise
|
||
|
||
---
|
||
|
||
## Why Multimedia Principles Matter
|
||
|
||
### WHY This Matters
|
||
|
||
**Core insight:** People have separate processing channels for visual and verbal information (Baddeley's working memory model) - proper multimedia design leverages both without overloading either.
|
||
|
||
**Baddeley's Model:**
|
||
- **Phonological loop:** Processes spoken/written words
|
||
- **Visuospatial sketchpad:** Processes images/spatial information
|
||
- **Central executive:** Coordinates both channels
|
||
|
||
**Implication:** You can split cognitive load across channels, but wrong combinations cause interference.
|
||
|
||
---
|
||
|
||
### WHAT to Apply
|
||
|
||
#### Multimedia Principle
|
||
|
||
**Principle:** People learn better from words + pictures than words alone
|
||
|
||
**Evidence:** Dual coding creates two memory traces instead of one (Paivio 1971, Mayer 2001)
|
||
|
||
**Application:**
|
||
```
|
||
❌ Text-only explanation of process
|
||
✓ Diagram showing process + text labels
|
||
✓ Video demonstrating concept + verbal explanation
|
||
|
||
Example: Teaching how heart pumps blood
|
||
❌ Text description only
|
||
✓ Animated diagram of heart + narration
|
||
Result: 50-100% better retention with multimedia
|
||
```
|
||
|
||
**Caution:** Pictures must be RELEVANT to content
|
||
```
|
||
❌ Decorative stock photo of "learning" (generic student at desk)
|
||
✓ Annotated diagram directly supporting concept
|
||
```
|
||
|
||
---
|
||
|
||
#### Modality Principle
|
||
|
||
**Principle:** Audio narration + visuals better than on-screen text + visuals
|
||
|
||
**Why:** On-screen text + complex visual both compete for visual channel (overload)
|
||
|
||
**Application:**
|
||
```
|
||
For animations or complex diagrams:
|
||
❌ Dense on-screen text + diagram (visual channel overloaded)
|
||
✓ Audio narration + diagram (splits load across channels)
|
||
|
||
Example: Explaining software interface
|
||
❌ Screenshot with text callouts explaining every feature
|
||
✓ Screenshot + voiceover explaining each feature
|
||
Result: Reduces cognitive load, improves comprehension
|
||
```
|
||
|
||
**Exception:** For static text-heavy content (articles, code), on-screen text is fine
|
||
- Reader controls pace
|
||
- Can re-read as needed
|
||
- Narration unnecessary
|
||
|
||
---
|
||
|
||
#### Spatial Contiguity Principle
|
||
|
||
**Principle:** Place text near corresponding graphics, not separated
|
||
|
||
**Why:** Prevents holding one in memory while searching for the other (split attention)
|
||
|
||
**Application:**
|
||
```
|
||
Diagram with labels:
|
||
❌ Diagram on left, labels in legend/list on right (requires visual search + memory)
|
||
✓ Labels directly ON or immediately adjacent to diagram parts
|
||
|
||
Example: Anatomy diagram
|
||
❌ Numbered diagram + separate key (1. Heart, 2. Lungs...)
|
||
✓ Direct labels on organs + leader lines
|
||
Result: Instant association, no memory burden
|
||
```
|
||
|
||
---
|
||
|
||
#### Temporal Contiguity Principle
|
||
|
||
**Principle:** Present corresponding narration and animation simultaneously, not sequentially
|
||
|
||
**Why:** Holding one in memory while waiting for the other adds cognitive load
|
||
|
||
**Application:**
|
||
```
|
||
Video lesson:
|
||
❌ Show full animation, then explain what happened (requires remembering animation)
|
||
✓ Narrate while animation plays (synchronized)
|
||
|
||
Example: Chemistry reaction
|
||
❌ Play full reaction animation → then explain
|
||
✓ Narrate each step as it's happening
|
||
Result: Immediate connection between visual and explanation
|
||
```
|
||
|
||
---
|
||
|
||
#### Coherence Principle
|
||
|
||
**Principle:** Exclude extraneous material - every element should support learning goal
|
||
|
||
**What to remove:**
|
||
```
|
||
❌ Decorative graphics unrelated to content
|
||
❌ Background music during instruction
|
||
❌ Tangential interesting stories (if they don't support main point)
|
||
❌ Excessive detail beyond learning objective
|
||
|
||
✓ Keep: Relevant diagrams, supporting examples, meaningful practice
|
||
```
|
||
|
||
**Application:**
|
||
```
|
||
Slide design:
|
||
Before (violates coherence):
|
||
- Stock photo of "teamwork" (decorative)
|
||
- Background music playing
|
||
- Tangent about company history
|
||
- Dense paragraph with extra details
|
||
→ Cognitive overload from extraneous content
|
||
|
||
After (coherent):
|
||
- Diagram directly illustrating concept
|
||
- No background music
|
||
- Focus only on learning objective
|
||
- Concise explanation
|
||
→ All working memory devoted to learning
|
||
```
|
||
|
||
**Evidence:** Extraneous content can reduce learning by 30-50% (Mayer)
|
||
|
||
---
|
||
|
||
#### Signaling Principle
|
||
|
||
**Principle:** Highlight essential material to guide attention
|
||
|
||
**Application:**
|
||
```
|
||
✓ Bold key terms first time introduced
|
||
✓ Headings/subheadings show structure
|
||
✓ Arrows/circles on diagrams highlighting key elements
|
||
✓ Verbal cues: "The most important point is..."
|
||
✓ Color highlighting for critical information (use sparingly)
|
||
|
||
Example: Complex diagram
|
||
Without signaling: User must determine what's important
|
||
With signaling: Arrows point to key mechanism, key part highlighted
|
||
Result: Attention directed to essentials
|
||
```
|
||
|
||
---
|
||
|
||
#### Segmenting Principle
|
||
|
||
**Principle:** Break lessons into user-paced segments rather than continuous presentation
|
||
|
||
**Why:** Fits working memory limits, allows consolidation before next chunk
|
||
|
||
**Application:**
|
||
```
|
||
❌ 30-minute continuous lecture video (cognitive overload)
|
||
✓ 6 segments × 5 minutes each, user clicks "Next" to continue
|
||
|
||
Benefits:
|
||
- Fits attention span
|
||
- User controls pace (can pause/replay)
|
||
- Breaks between segments allow consolidation
|
||
- Can skip ahead if already know topic
|
||
```
|
||
|
||
**Optimal segment length:** 3-7 minutes per concept
|
||
|
||
---
|
||
|
||
## Why Dual Coding Matters
|
||
|
||
### WHY This Matters
|
||
|
||
**Dual Coding Theory (Paivio):** Humans process visual and verbal information through separate channels that can reinforce each other.
|
||
|
||
**Benefits:**
|
||
- Two memory traces instead of one (redundancy aids recall)
|
||
- Visual channel good for spatial/concrete concepts
|
||
- Verbal channel good for abstract/sequential concepts
|
||
- Combined = stronger encoding
|
||
|
||
---
|
||
|
||
### WHAT to Apply
|
||
|
||
**Application patterns:**
|
||
|
||
**Text + Diagram:**
|
||
```
|
||
Example: Explaining data structure
|
||
✓ Code snippet (verbal) + visual diagram of structure
|
||
Result: Can recall via either channel
|
||
```
|
||
|
||
**Narration + Illustration:**
|
||
```
|
||
Example: Historical event
|
||
✓ Illustrated timeline + audio story
|
||
Result: Visual spatial memory + verbal narrative memory
|
||
```
|
||
|
||
**Caution - Avoid Redundant Text:**
|
||
```
|
||
❌ On-screen text identical to audio narration (doesn't add channel, just duplicates)
|
||
✓ On-screen keywords/outline + audio detailed explanation
|
||
```
|
||
|
||
---
|
||
|
||
## Why Worked Examples Matter
|
||
|
||
### WHY This Matters
|
||
|
||
**Core insight:** For novices learning procedures, worked examples reduce extraneous cognitive load and allow focus on solution patterns.
|
||
|
||
**Problem-solving (novice):**
|
||
- High cognitive load (exploring solution space)
|
||
- Many wrong paths taken
|
||
- Limited capacity for noticing patterns
|
||
|
||
**Worked example (novice):**
|
||
- Low extraneous load (no exploring)
|
||
- All capacity devoted to understanding steps
|
||
- Can study solution pattern
|
||
|
||
**Application:** Transition from worked examples → partially completed examples → full problems
|
||
|
||
---
|
||
|
||
### WHAT to Apply
|
||
|
||
**Worked Example Structure:**
|
||
|
||
```
|
||
Step 1: Problem statement
|
||
Step 2: Solution shown with explanation of each step
|
||
Step 3: Principle highlighted: "Notice how we..."
|
||
|
||
Example: Math problem
|
||
Instead of: "Solve this equation: 3x + 7 = 19"
|
||
Better:
|
||
Problem: 3x + 7 = 19
|
||
Solution:
|
||
3x + 7 = 19
|
||
3x = 12 (subtract 7 from both sides - inverse operation)
|
||
x = 4 (divide both sides by 3 - inverse operation)
|
||
Principle: Use inverse operations to isolate variable
|
||
```
|
||
|
||
**Fading:**
|
||
```
|
||
Start: Full worked example
|
||
Next: Partially worked (complete last step)
|
||
Then: Start provided, learner completes middle + end
|
||
Finally: Full problem-solving
|
||
```
|
||
|
||
---
|
||
|
||
## Why Retrieval Practice Matters
|
||
|
||
### WHY This Matters
|
||
|
||
**Testing effect:** Practicing retrieval (active recall) creates stronger memory traces than passive re-reading.
|
||
|
||
**Evidence:** Retrieval practice improves long-term retention by 30-50% vs passive study (Roediger & Karpicke)
|
||
|
||
**Why it works:**
|
||
- Active recall strengthens memory pathways
|
||
- Identifies gaps in knowledge (metacognitive benefit)
|
||
- Desirable difficulty (requires effort = better encoding)
|
||
|
||
---
|
||
|
||
### WHAT to Apply
|
||
|
||
**Application patterns:**
|
||
|
||
**Embedded quizzes:**
|
||
```
|
||
After each segment: 2-3 questions testing key concepts
|
||
✓ Multiple choice (forces retrieval)
|
||
✓ Short answer (even better - must generate answer)
|
||
✓ Immediate explanatory feedback (not just "correct/incorrect")
|
||
|
||
Example:
|
||
After video on Gestalt principles:
|
||
Q: "Which principle explains why we see related items as grouped when they're placed close together?"
|
||
A: Proximity principle
|
||
Feedback: "Correct! Proximity is the tendency to group nearby elements. This is why we use whitespace to separate unrelated content."
|
||
```
|
||
|
||
**Spaced repetition:**
|
||
```
|
||
Immediate: Quiz at end of lesson
|
||
1 day later: Review quiz
|
||
1 week later: Cumulative quiz
|
||
1 month later: Final assessment
|
||
|
||
Spacing effect: Distributed practice beats massed practice
|
||
```
|
||
|
||
**Low-stakes practice:**
|
||
```
|
||
✓ Formative quizzes don't count toward grade (reduces anxiety)
|
||
✓ Unlimited attempts (learning goal, not evaluation)
|
||
✓ Explanatory feedback (teaching moment)
|
||
```
|
||
|
||
---
|
||
|
||
## Why Segmenting & Coherence Matter
|
||
|
||
### WHY This Matters
|
||
|
||
**Segmenting:** Prevents cognitive overload by chunking within working memory limits
|
||
|
||
**Coherence:** Eliminates extraneous load so all capacity devoted to learning
|
||
|
||
**Together:** Essential for managing cognitive load in complex material
|
||
|
||
---
|
||
|
||
### WHAT to Apply
|
||
|
||
**Segmenting strategies:**
|
||
|
||
```
|
||
30-minute topic divided into:
|
||
- Segment 1 (5 min): Concept introduction + first example
|
||
- Pause (user clicks next)
|
||
- Segment 2 (5 min): Second example + principle
|
||
- Pause
|
||
- Segment 3 (5 min): Practice problem
|
||
- Pause
|
||
- Segment 4 (5 min): Application to real scenario
|
||
- Pause
|
||
- Segment 5 (5 min): Summary + quiz
|
||
|
||
Benefits: Working memory not overloaded, consolidation between segments
|
||
```
|
||
|
||
**Coherence strategies:**
|
||
|
||
```
|
||
Remove:
|
||
❌ Decorative stock photos
|
||
❌ Background music
|
||
❌ Tangential fun facts (if they don't support learning objective)
|
||
❌ Overly detailed explanations beyond scope
|
||
|
||
Keep:
|
||
✓ Relevant diagrams supporting concept
|
||
✓ Concrete examples illustrating principle
|
||
✓ Practice problems applying knowledge
|
||
✓ Summaries reinforcing key points
|
||
```
|
||
|