ID+Principles

= Instructional Design Principles = **Monitor**: Elita

//Presentation//: Jing Video
 * Contiguity Principle (Colin) **
 * //Brief Description//: The contiguity principle is a design principle that shows that you must align elements of a learning tool together so that they are contiguous on a page, and not spread out in different spots. I.e. if you have a description of a graphic, the description and graphic should be beside each other to minimize scrolling and searching.

WBLT examples (links) that demonstrate this principle with Brief Explanation //Example 1// [] (Colin) This example was looked at in previous class. The text and descriptions are all aligned nicely with the graphics.

WBLT examples that violate this principle ** with Brief Explanation This example has lot of text on a page, with lots of scrolling. When you have an animation it opens in another page so that required navigation back to the original page.
 * //Example 1// [] (Colin) **

**// Example 2//** [|**Arithme-Tic-Toc**] (Naseem)
 * This site violates the contiguity principle. The graphs actually are not in the same spot you have to scroll the page to find it. **

//Example 3:// [|Fair test] (Elita) There are a lot of different screens to scroll through before you get to the actual test.

//Example// 4 - Trig Identities (Mike) The narator writes all over the window, jumping from one place to the next, simply finding a blank place in which to continue the lecture. Coherence Principle (Naseem) **


 * Presentation**: Jing Video (1) ** [|Jing Video (2)] **


 * Brief Description : **The coherence principle states that people learn more deeply from multimedia lessons when distracting stories, graphics, and sounds are limited. Adding these irrelevant materials is not likely to improve learning and they also interfere with the learners' attempts to make sense of the presented material.

//Example 1//: [|Plants and animals in the local environment](Naseem) Pictures, sounds and texts are relevant and appropriate
 * WBLT examples (links) that d emonstrate this principle with Brief Explanation **

//Example 2//: [|Mitosis]: (//Colin//) Only one graphic per section, with that graphic corresponding to the section of mitosis being learned.

//Example 3//: [|Music background] (Naseem) This site can be a good example for demonstrating the coherence principle if we turn off the background music. The user has the option to turn on and off the music, depending on how comfort he is with this background music.

//Example 4:// Balance the Blobs (Mike) The use of graphics and sound are kept to a minimum and serve only to enhance the learning process.

//Example 1//: [|E-learning for kids, math course: Money] (Naseem) Too much background music //Example 2//: [|E-learning for kids, life skills course: Relationships] (Naseem) Irrelevant pictures and texts
 * WBLT examples that violate this principle ** with Brief Explanation

//Example 3:// Viral Vinnie (Elita) This is a very fun WBLT with lots of graphics and things happening, but I think it might be too distracting. However, I can see my kids doing it together and having their attention drawn to different things.


 * Multimedia Principle (Elita) **
 * Presentation**: Jing Video
 * Brief Description : an appropriate use of graphics engages the user in active learning which promotes understanding. Transformational and interpretive graphics serve to engage the user in cognitive processing by engaging the user's attention, organizing the material into a coherent structure and allowing the material to be integrated into an existing framework.

WBLT examples (links) that demonstrate this principle with Brief Explanation; ** //Example 1// Beating human heart (Elita)
 * This WBLT starts off with a clear context (picture of whole person) which then zooms into the chest area and then the heart. The unfolding of the graphics is well scaffolded, ie the heart is first depicted as a whole organ from the outside, which then starts beating. After the heart has been beating for a first cycles, the inner structure of the heart (chambers and valves) is revealed and then lastly the path of blood flow is shown. **

Example 2: [|Phases of matter] (Colin) In this WBLT, the graphics serve to illustrate on a molecular level the concepts that are being learned regarding the differences in phases of matter. It helps to depict a fairly abstract concept.

** //Example 3//[|: Changing state] **(Naseem) This WBLT shows relationship dynamic graphics which illustrates what happen when you cool or heat water. It also shows the relationships between matter state and temperature.

//Example 4//: Curve Fitting (Mike) The graphics are simple, clear, easy to follow, and promote understanding of this concept. . The starting page shows a mock up of a dollar bill with a picture of George Washington whose picture is then replaced by a question mark. The picture is an example of a decorative or representation graphics and doesn't add much to the design of the WBLT.
 * WBLT examples that violate this principle ** with Brief Explanation;
 * //Example 1// If you were the President (Elita) **


 * Personalization Principle (Mike) **
 * Presentation**: Jing Video
 * Brief Description : This principle states that an informal or conversational style of writing/speaking is more effective than a formal style. (Robin so you can do the remaining activities) **

//Example 1:// Blood Buddies (Mike) This tool makes use of a conversational style in converstation with audio-video and animation. It draws the user in and invites its use.
 * WBLT examples (links) that** **demonstrate this principle** with Brief Explanation

//Example 2//: Video Clip from Kahn Academy: [|Evolution & I.D.] (Colin) This video clip is a good example of how a conversational style of speaking can be engaging and easy to listen to when learning about a concept.

//Example 3//**:** ** [|Bulling] (Naseem) **
 * This WBLT uses informal and conversational style. **

//Example 4:// Push-pull principle (Elita) Not only does this WBLT use informal language, it also uses friendly animals and everyday objects to demonstrate the concept

//Example 1: [|Hospital Locator] (Mike)// Both the instructions accompanying this tool and its design layout use a formal style.
 * WBLT examples that** violate this principle with Brief Explanation

WBLT examples (links) that demonstrate this principle with Brief Explanation ** //Example 1// [|find grampy] (Audrey) The denominator is provided and it is easy for the learner to guess the numerator.
 * Segmenting Principle (Audrey) **
 * Presentation**: [|Jing Video]
 * Brief Description : **the breaking of a complex lesson into smaller parts, which are presented one at a time

EXample 2: [|Fretted Instruments] (Colin) This example is interesting because it can be viewed as either demonstrating OR violating this principle, depending on how you look at it. All of the material on for the lesson is on the one page, which would seem to be a violation of the Segmenting Principle, but on that page, the material is arranged with +/- signs which allow you to collapse or expand sections thus allowing you to focus on only certain parts at a time. Interesting use of design for long pages of material.

//Example 3//[|:Why, what, when and where] (Naseem) This WBLT uses efficiently the segmenting principle. It breaks the topic into four areas with clear description for each one.

//Example 4:// [|hurricane formation] (Elita) The explanation of how a hurricane is formed is broken down into small, manageable steps, each of which is accompanied by a digram.

//Example 5//: Measuring with Triangles (Mike) The graphics are kept to a minimum. The user controls when new information is displayed to go to the next step in the process.

There are way too many types of denominators and it is also frustrating that once a fraction has been chosen and inserted in the circle, it cannot be removed for another fraction.
 * WBLT examples that violate this principle ** with Brief Explanation
 * //Example 1// [|cookies for grampy] (Audrey) **