Mini-Redesign Home - Analysis - Design - Development
Available as PowerPoint, image files, and slideshow. The redesign image files are included below as a slide show and have blue comments indicating modifications highlighted in the design stage, which is available via the "Design" link. The implementation phase would include multiple file formats and assessments.
Original Slide Show
Description of Modifications
Modification #1: UDL and Graphic/Visual design principles
Modification #2: UDL and Graphic/Visual design principles
Modification #3: Motivation Theory and Gagne’s Principle of Informing Learners of Objective
Modification #4: Science of Learning Contiguity and Dual Code Multimedia Effects
Modification #5: Constructivist Scaffolded Instruction
Cognitive Load Theory/ Cognitive Design
Modification #7: Science of Learning/Instruction – Multiple examples
Modification #8: Cognitive Theory of Multimedia Learning
Modification #9: Constructivist Theory
Modification #10: Adult Learning Theory/Cognitive Theory/Piaget Developmental Stages
Background color changed from blue to white, text changed to black. Ensures readability for people with color blindness, increases contrast for people with poor vision, reduces color ink costs for printing. Red used for some highlighting.
Arial non-serif font used for screen viewing; Times New Roman font used for printed handout. – Standard web design concession for screen-viewing or hard-copy viewing and both fonts are very common and likely to be available on any computer or operating system used in North America. The slide titles are increased to 32pt font or above and the slide content text is 28 pt font or above.
The South Carolina state standards and objectives are listed in the PowerPoint.
Images and their descriptions, as well as related instruction are placed together and are illustrated graphically and presented in text.
Language and definitions are adjusted to meet those typical of elementary level instruction or defined using grade-level appropriate terms
In order to manage cognitive load, I further reduced and re-organized the content of the PowerPoint to reflect one of the main concepts inherent in the explicit learning objective: comparing equivalent fractions and demonstrating a mathematical relationship among fractions. Because the learner can focus on one major concept with discrete steps building understanding, the information is easier to process.
Each concept discussed includes multiple examples or solved equations to improve understanding through self-explanation and demonstration. For the redesign I re-worded, clarified examples, or added examples.
I further reduced and re-organized the content of the PowerPoint to reflect one of the main concepts inherent in the explicit learning objective: comparing equivalent fractions and demonstrating a mathematical relationship among fractions. The illustrations, text, and design features work together to enhance understanding the concept.
The redesign builds on prior knowledge by using familiar fractions required in 4th grade standards and referencing prior knowledge and its application in present instruction.
Because this re-design modifies instruction for children from instruction designed for adults several items a modified. Children have different motivations for learning and are at a different developmental stage. Children ages 9-12 are just entering formal operations from a concrete stage and need less nuanced examples. Moreover because many levels of automacy in mathematical computation have not yet been acquired, the extent of the content is reduced and I have removed the algebraic explanations that are beyond the experience and skill of the new target audience that were appropriate for older learners.
Additionally the motivation for adult learners, which might be intrinsic or goal-oriented, is supplemented or replaced by introducing goals and objectives within the instruction.