Importance of Graphics

Summary and Reflection of Clark and Mayer Chapter 4

Summary

In the fourth chapter of e-Learning and the Science of Instruction by Clark and Mayer (2016), the authors focus on "Applying the Multimedia Principle".  This principle states “people learn better from words and pictures than from pictures alone (p. 47).”  The chapter defines multimedia as the use of words and graphics.  There are two main points in this chapter: when to use multimedia and what type of graphics to use. 

Not all use of graphics have the same impact; the purpose of the graphics must be considered.  Clark and Mayer (p. 72) purpose that there are the following purposes for graphics: decorative, representational, relational, organizational, transformational, and interpretive.  Graphics used for decorative and representational purposes are not as powerful as transformative, interpretive, and organizational graphics (p 72).  Graphics should be chosen to support learning; they should have a sound reason for use.  The use of multimedia works best when the learners do not know the material well, versus experts with the material.

There is also a decision of whether to use static (still) graphics or dynamic (animated) graphics.  While there seems to be a preference of using dynamic graphics when available, this is not supported by evidence.  Static graphics are actually better for complex concepts.  Clark and Mayer state “illustrations and text allow for active processing because learners were able to control the order and pace of their processing.”  While animations are better for concepts with manual procedures.  Other valuable uses of animations include color changes and arrows or circling to point out important aspects of complex illustrations.

Reflection

Use of graphics is an important point in conceptual understanding.  Graphics are powerful when used correctly and learning to use that power effectively can enhance the learning of all students.  This is really a new concept for teaching.  However, it must be noted that a deeper understanding of how to use graphics is important.  Especially the points that dynamic graphics are not necessarily better than static graphics.  This is especially true when the online environment supports the use of animated illustrations.  These animated illustrations may not be the best tool in learner understanding.

The use of this principle in the ISD assignment is extremely relevant, as it is whenever instruction is considered.  The designer of a course should always consider why a graphic is used.  It can mean the difference between distracting the learner or helping in understanding.  After this course and this assignment, when coaching teachers in using technology in education I can use this information to inform and enhance instruction. 

Reference

Clark, R.C., Mayer, R.E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 4^th Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781119158677/

Assessments

Successful educational institutions in the future will out of necessity integrate the worlds of education, work, and leisure with leading edge electronic technologies as they become available.  The new model for educational activity will be that which is delivered by the institutions and acquired by the students in an anytime, anyplace, on-demand fashion. The educational institution of the future, at the post-secondary level at least, will not be a campus we drive through and view the ivy covered halls of wisdom, but it will be a learning experience we participate in while we drive along the highway, relax at home, work at our desks, fly to distant locations, collaborate with fellow learners, and accomplish all the other tasks required of us to be productive, useful, and educated citizens of the world.  It will always be at our fingertips, or at least no more than a click away. One of the major challenges of this new “at-our-fingertips” learning environment is how to assess learner achievement in an online course in which learner and instructor seldom or never see each other in face-to-face contact.  The assessment must be authentic as defined by Wiggins (1998), Bridges (1995) and others and must be effective in that it measures learning, engages the learner, is integrated into the learning process, and promotes further learning.  The assessment paradigm developed as a result of this study will be a step forward. (Drummond, 2003)


References:

Cheng, A., Jordan, M. and Schallert, D. (2013). Reconsidering assessment in online/hybrid courses: Knowing versus learning. Computers & Education, [online] 68, pp.51-59. Available at: http://dx.doi.org/10.1016/j.compedu.2013.04.022 [Accessed 13 Feb. 2018].

Kerton, C. and Cervato, C. (2014). Assessment in Online Learning--It's a Matter of Time. Journal of College Science Teaching, [online] 043(04). Available at: http://www.jstor.org/stable/43632008 [Accessed 12 Feb. 2018].

Module 4: Design (P2: Assessment). (2018).

Watson, C., Wilson, A., Drew, V. and Thompson, T. (2016). Small data, online learning and assessment practices in higher education: a case study of failure?. Assessment & Evaluation in Higher Education, [online] 42(7), pp.1030-1045. Available at: http://doi.org/10.1080/02602938.2016.1223834 [Accessed 12 Feb. 2018].