Form and Function:Why design matters in Teaching

and Learning

CNIE 2008 Banff, Alberta April 30, 2008

EmotionEmotion

AffectAffectDesignDesign

CognitionCognition

Effective Teaching

Effective Teaching

Students

Students

FacultyFaculty

Learning

Learning

Previously Held Ideas

Affective

Domain

EMOTIONS

Cognitive

Domain

REASON

Cognition and Affect

• Emotions influence cognition significantly (Donald Norman, 2004)

• Positive emotions lead to improved thought process and creativity (Alice Isen, 1990)

• Quality design creates positive emotions (Donald Norman, 2004)

Cognition and Affect

How does this research influence instructional design?

There is a significant emotional component to learning.

Cognition and Affect

The extent to which emotional upsets can interfere with mental life is no news to teachers. Students who are anxious, angry, or depressed don’t learn; people who are caught in these states do not take in information efficiently or deal with it well.

(Daniel Goleman, Emotional Intelligence, 1995)

Form and Function

We design for both our students and faculty.

• Quality design enhance characteristics of effective instruction

• Quality design positive emotions (Donald Norman, 2004)

• Positive emotions improved thought processes and creativity (Alice Isen, 1990)

Linking Concepts

Two Goals

• Quality Web Design and Quality Multimedia

• “Leave the Instructor in the Course”

Web Design and Multimedia

• Visceral

• Behavioural

• Reflective

Effective Teaching

• Interpersonal skills

• Knowledge

• Learning environment

• Quality of presentation

• Desire to improve

Albert Johnson

Senior Instructional Designer

Memorial University

St. John’s, Newfoundland

Email: albertj@mun.ca

Telephone: (709) 737-7697