Designing instruction from multiple media both has is pros and cons. Using different media formats engages different parts of the brain. In my LTEC 5300 class, cognitive psychology, we have learned about different forms of perception, attention and memory. The more parts of the brain engaged the more likely information will stick. While text and images both might be part of the “visual” sense, both use different parts of the brain, and that makes it more effective to use them. As it has been said, a “picture is worth a thousand” words. Some things are best expressed in images. While telling someone instructions on how to drive somewhere often works, usually it is far easier to draw a map. That being said, as shown in last week’s assignment, not using any words also causes difficulties. Everyone has a different image in their head to what a sugar packet looks like. And some people simply do not know what some objects, like sugar, look like.
There are several cons to using multiple media formats. First off, it takes much longer to create. Especially compared to text and hypertext based instructions. As a teacher, I can make a worksheet or a quiz in 15 minutes that can use up a whole class period. I would never think about using something “visual”. As seen in our previous assignment designing something with photoshop or illustrator even with someone with experience, takes time. While everyone can write, not everyone has artistic abilities and the Adobe Creative Suite is expensive. This is a cost that must be taken in consideration when creating a design.
Multiple mediums you might get the benefits of each, but you also might have the weaknesses of both too. Visual only mediums might not require language or literacy, however, if you add text to it, the problem returns. Reading allows people to travel at their own pace. It allows people to skim through what they already know, and reread stuff that they struggle with. When you are watching a video both with audio and visual elements, that advantage is loss. The video keeps on going whether you understand a concept or not. (Kozma, 1991)
While usually not a problem, a “sensory overload” situation is also a problem if not designed properly. Keeping this in mind, instructional designers must try to keep the message focused and simple in their diagrams. The best way to get good at instructional design is to practice. That is one of the reasons why I like this class.
Works Cited
Kozma, R. (1991). Learning With Media. Review of Educational Research, 179-211.
There are several cons to using multiple media formats. First off, it takes much longer to create. Especially compared to text and hypertext based instructions. As a teacher, I can make a worksheet or a quiz in 15 minutes that can use up a whole class period. I would never think about using something “visual”. As seen in our previous assignment designing something with photoshop or illustrator even with someone with experience, takes time. While everyone can write, not everyone has artistic abilities and the Adobe Creative Suite is expensive. This is a cost that must be taken in consideration when creating a design.
Multiple mediums you might get the benefits of each, but you also might have the weaknesses of both too. Visual only mediums might not require language or literacy, however, if you add text to it, the problem returns. Reading allows people to travel at their own pace. It allows people to skim through what they already know, and reread stuff that they struggle with. When you are watching a video both with audio and visual elements, that advantage is loss. The video keeps on going whether you understand a concept or not. (Kozma, 1991)
While usually not a problem, a “sensory overload” situation is also a problem if not designed properly. Keeping this in mind, instructional designers must try to keep the message focused and simple in their diagrams. The best way to get good at instructional design is to practice. That is one of the reasons why I like this class.
Works Cited
Kozma, R. (1991). Learning With Media. Review of Educational Research, 179-211.
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