1 DLXXI Courseware Guidelines Workshop The University of Southern California Center for Cognitive Technology & Institute for Creative Technology Dr. Richard

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DLXXI Courseware Guidelines Workshop

The University of Southern CaliforniaCenter for Cognitive Technology

& Institute for Creative Technology

Dr. Richard E. Clark,Rich DiNinni, Kenneth Yates

Lesson 4

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Goals

You will be able to identify multimedia strategies that prevent and help learning

Explain why some DL methods are not helpful by describing their impact on cognitive load

Recognize strategies that will work

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Have you ever…

Have you ever experienced a DL course that contained the following?

A “page turner” lesson with page after page of print

A scrambled and disorganized outline

So many ‘help’ features and ‘more information’ tabs that you were confused

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Have you ever…

Have you ever experienced the following in a DL course?

You realize that you are no longer listening to someone explaining something

You’ve been reading for a while and can’t remember most of what you read

You are working hard but realize that you started “daydreaming” and so try to force yourself to pay attention to the course

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Multimedia Design

Give information with narration not print

Prevent novice or intermediate trainee control over:

1. Sequence of lessons, modules or information2. Learning activities, for example, extra

information or additional problems Allow limited control of pacing When presenting process or procedures,

start with overview and use pointer words such as “first”, “second”, or “as a result”.

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Cognitive Load

Our “mental architecture” has limits on how much we can think about at one time Formerly 7 +/- 2 ideas but now 3 +/- 1 ideas

If we try to overload our thinking with too much information it overloads & “crashes”

Crashing is pleasurable - to protect usWe have to design multimedia so that it does not cause cognitive overload

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Evaluating Multimedia Design

Guideline Meets Guideline?

4.1. If the course includes a multimedia presentation without trainee control, are verbal explanations:

GO NO-GO

4.1.1 Presented in speech rather than writing?

We found the following statement on page 18 of the design document:“…while streaming capabilities have improved the use of audio over the web, audio files are generally still large and are costly to maintain (files must be re-recorded when doctrine changes). Therefore, use of audio will be constrained to instances of emphasis or transition.”Does this statement indicate that speech will be used?

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GO NO-GO


X

We would want to ask the designer what is covered in the statement: “instances of emphasis or transition” and if it is possible to avoid page turning instruction and substitute verbal explanations.” Perhaps a cost/benefit analysis would be helpful. How much of the information in a course like this changes in a three to four year period?

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GO NO-GO

4.1.2. Linked to written explanations for the hearing-impaired?

Check to see if any mention is made of print or captionInformation for the hearing impaired in the Notes section below.

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GO NO-GO


X

While no mention is made of written explanations for the hearing impaired, the majority of content in the course is presented visually (in print and graphics).

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4.2. Except for the most advanced trainees, does the course:

GO NO-GO

4.2.1. Prevent trainee control of the lesson sequence?

Page 27 in the design states:“ As outlined throughout this document, design for this course includes:• Content control: in selected lessons choice of objectives/path; in all

lessons links to definitions, details, and examples; in all lessons the ability to review materials at any time.

• Display control: Use of Glossary, References, and other buttons; ability to return to/access general statement of rules/defined concepts during practice exercises.”

Will trainees control the sequencing?

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GO NO-GO

4.2.1. Prevent trainee control of the lesson sequence?

X

Page 27 in the design states:

“As outlined throughout this document, design for this course includes:

• Content control: in selected lessons choice of objectives/path;

Trainees will control the sequencing in some places and this must be changed (unless trainees are experts).

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GO NO-GO

4.2.2. Prevent trainee control of the learning activities?

If the trainee controls learning activities such as content sequencing, choice of path or links to additional study materials then answer NO to this checklist item (see description in Notes below)

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GO NO-GO


X

Trainees are allowed to control many of the learning activities in the course which has been found to be harmful to the learning of novices. Ask the contractor to modify the design and have the course take control of learning activities except for pacing.

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GO NO-GO

4.2.3. Permit minimal trainee control over pacing?

The design states:

“Students learn at their own pace, which is guided by overall time limitations”

Is this “minimal control”?

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GO NO-GO


X

Feedback:

Allow trainees to pace themselves but impose reasonable time limits on each lesson by giving them directions to finish within a specified time.

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Cognitive Load

Our “mental architecture” has limits on how much we can think about at one time Formerly 7 +/- 2 ideas but now 3 +/- 1 idea

If we try to overload our thinking with too much information it overloads & “crashes”

Crashing is pleasurable - to protect usWe have to design multimedia so that it

does not cause cognitive overload

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4.3. If creating a multimedia explanation with narration of how something works or how to carry out a procedure, does the instruction organize the narration to include:

GO NO-GO

4.3.1. A preview summary outlining the main steps?

4.3.2. Pointer words such as first, second, third or as a result?

We found the frame in the next slide on a sample lesson submitted with the course design. Does the list on the next slide meet the checklist requirement for an outline of main steps and pointer words or numbers?

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Six-step overview

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The list clearly meets the checklist requirement for an outline of main steps and pointer words or numbers.



GO NO-GO


X 4.3.2. Pointer words such as first, second, third or as a result?

X

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4.4 Does instruction minimize cognitive (mental) load by:

GO NO-GO

4.4.1. Using graphics, pictures, animation or video when concrete examples are needed, rather than relying solely on printed text, audio, or talking head?

We found the information in your notes below about instructional strategies on page 17 and the example on the next page in a sample lesson. Does this information convince you that the contactor intends to use graphics to provide concrete examples?

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To determine the proper amount of explosives for breaching operations, remember the six step problem solving format. The first step is to determine the critical dimensions of the target.

The critical dimensions of the target for breaching operations are the breaching radius and the breaching width of the target. The breaching radius is the thickness of the target that must be breached. The breaching width is the length of the target that must be breached.

Breaching radius = Thickness of target Breaching width = Length of target

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4.4. Does instruction minimize cognitive (mental) load by:

GO NO-GO

4.4.1. Using graphics, pictures, animation or video when concrete examples are needed, rather than relying solely on printed text, audio, or talking head?

X

We are convinced

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GO NO-GO

4.4.2. Placing text as close as possible to what it describes?

See example of picture/word integration in the following slide taken from a sample lesson submitted with the design

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From timber cutting module, SLC

Abatis kicker Wind or lean affects fall. If the tree is leaning the wrong way or a strong wind is blowing, place a 1-pound kicker charge on the side opposite the main charge, about two-thirds of the way up the tree. Fire the kicker at the same time as the main charge

Does this example meet theChecklist requirement?

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4.4 Does instruction minimize cognitive (mental) load by:

GO NO-GO


X

We are not convinced and think that the graphic only partially meets the requirement.

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GO NO-GO

4.4.3. Using animation or diagrams to represent processes that are impractical to demonstrate with real objects or difficult for trainees to visualize with only a verbal description?

The Scout Leader course includes a variety of concepts or actions that are best visualized through the use of diagrams.

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GO NO-GO


X

The animation is used to represent a process that is impractical to demonstrate with real objects.

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Guideline Meets Guideline

?4.4. Does instruction minimize cognitive (mental) load by:

GO NO-GO

4.4.4. Presenting visuals that unfold so that the narrator talks about what trainees see at the moment they see it?

Narration not used extensively in SLC, but text unfolds and matches changing visuals. See examples.

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GO NO-GO


X

Narration not used extensively in SLC, but text unfolds and matches changing visuals. See examples.

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GO NO-GO

4.4.5. Using a human voice with a standard accent for audio narration?

From page 18 (see full text in Notes below)“The voice component of the agent is delivered by the Lernout & Hauspie TruVoice American English TTS Engine, which allows the conversational interface to talk to the user using a text-to-speech engine. This engine reads the text from a hidden part of the web page and converts it to speech, which appears to be spoken by the individual character agent.”Does this satisfy the requirements of the checklist item?

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GO NO-GO


X

A human voice is not used because of cost considerations. You might decide that the added development and change cost of human narration will add enough benefit to the lessons to justify the cost – or not. This is your call. Our view is that a human voice narration is much easier to understand and much more acceptable to trainees.

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Team Exercise #4 Evaluating Practice, Feedback and Assessment

Each team selects: A Team Leader (coordinator, timekeeper) A Reporter (summarizes and presents teamwork to rest

of us)

Assign responsibility to find examples of each introduction item (4.1 to 4.4.5) in the design for the Armor Captains Career Course

Report those examples to the rest of the workshop when it is your turn

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4.1.1. Presented in speech rather than in writing?4.1.2. Linked to written explanations for the hearing-impaired?

4.2. Except for the most advanced trainees, does the course:4.2.1. Prevent trainee control of lesson sequence?4.2.2. Prevent trainee control of the learning activities?4.2.3. Permit minimal trainee control over pacing?


4.3.1. A preview summary outlining the main steps?4.3.2. Pointer words for steps or stages such as “first”, “second”, “third” or “as a result”?


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4.4.1. Using graphics, pictures, animation or video when concrete examples are needed, rather than relying solely on printed text, audio, or a talking head?4.4.2. Placing text as close as possible to what it describes?4.4.3. Using animation or diagrams to represent processes that are impractical to demonstrate with real objects or difficult for trainees to visualize with only a verbal description?4.4.4. Presenting visuals that unfold so the narrator talks about what trainees see at the moment they see it?4.4.5. Using a human voice with a standard accent for audio narration?


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GO NO-GO


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GO NO-GO


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GO NO-GO

4.2.1. Prevent trainee control of lesson sequence

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?4.2. Except for the most advanced trainees, does the course:

GO NO-GO


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GO NO-GO


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GO NO-GO


4.3.2. Pointer words such as first, second, third or as a result?

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GO NO-GO

4.4.1. Using graphics, pictures, animation or video when concrete examples are needed, rather than relying solely on printed text, audio, or talking heads?

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GO NO-GO


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GO NO-GO


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?4.4. Does instruction minimize cognitive (mental) load by:

GO NO-GO


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GO NO-GO


Documents

1 DLXXI Courseware Guidelines Workshop The University of Southern California Center for Cognitive Technology & Institute for Creative Technology Dr. Richard