Every instructional presentation is an application of learning theory in action. This section showcases a collection of my presentations, highlighting my ability to articulate instructional design principles clearly and effectively. Each piece reflects an evidence-based approach to facilitating learner engagement, structuring complex information to optimize cognitive processing, and delivering purposeful content aligned with performance outcomes.
Richard Mayer’s Coherence Principle: Facilitated Walkthrough
(Evidence of Theoretical Knowledge)
IT 573, Introduction to Multimedia in Instruction, in reviewing Richard Mayer’s 12 Principles of Multimedia Learning, I chose to review and present on the Coherence Principle. For the presentation and demonstration of theoretical knowledge, I took a “less is more” approach that removed interesting but irrelevant material which reduces cognitive load and prevents distractions, allowing learners to focus on essential content.
Throughout the creation of the project and presentation, I emphasized a Cognitive approach, which posits that people learn more deeply from words and pictures combined than from words alone. For the presentation, I provided narration which connected with the visuals presented on-screen to aid memorization and support content retention.
This project was a solo effort of my own and was completed as a class project and presented to peers in the Spring of 2024. It highlights my skills in multimedia creation and application of adult learning theories.
This project highlights my skills in graphic design, multimedia creation, and adult learning theories.
AECT Standards:
- AECT Standard 1: Content Knowledge – I demonstrated the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
- Using (1.2): Integrated sophisticated multimedia processes to enhance student learning, specifically by operationalizing Richard Mayer’s 12 Principles of Multimedia Learning to ensure the content was technically and pedagogically sound.
- AECT Standard 2: Content Pedagogy – I developed as a reflective practitioner able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
- Creating (2.1): I applied the Segmenting and Spatial Contiguity Principles to reduce extraneous cognitive load and support the behavioral transfer of proper sorting habits.
- Using (2.2): Implemented a PowerPoint-based delivery system within a pedagogical framework that respects the unique needs, cognitive constraints, and professional contexts of adult learners.
- AECT Standard 3: Learning Environments – I facilitated learning by creating, using, evaluating, and managing an effective learning environment.
- Creating (3.1): Developed a digital learning environment that strictly applies the Segmenting, Signaling, and Coherence principles, ensuring the interface minimizes extraneous cognitive load and maximizes germane load.
- Using (3.2): Selected and utilized these specific multimedia strategies to ensure the instructional environment adhered to research-based best practices for effective digital knowledge transfer.
- AECT Standard 5: Research – I explored, evaluated, synthesized, and applied methods of inquiry to enhance learning and improve performance.
- Theoretical Foundations (5.1): Grounded my project in an evidence-based understanding of the Coherence Principle, ensuring all instructional elements were theoretically justified and served a primary learning purpose.
- Methods (5.2): Applied research-driven design methodologies to investigate how visual and auditory cues can be optimized to improve information processing within an interactive presentation.
- Ethics (5.4): Ensured that the application of these research principles followed established instructional design procedures, respecting the cognitive boundaries and diverse needs of the learner.
Interactive Instructional Media Walkthrough: Single Stream Recycling 101
(Evidence of Theoretical Knowledge)
I designed and published an interactive, multimedia learning experience to inform and educate on single-stream recycling. I platformed the learning in Genially.
In this video I presented my project to the class, explaining the rationale, teaching and learning strategies as well as demonstrating the major features of the learning.
This project is featured and may be accessed in Interactive Instructional Media. Please take a moment and explore the learning to learn more about single-stream recycling.
This project highlights my skills in multimedia creation and application of adult learning theories.
AECT Standards:
- AECT Standard 1: Content Knowledge – I demonstrated the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
- Creating (1.1): I applied a systematic design process to build an interactive Genially module, utilizing demographic data from the Office of Community Relations and content verification from the Director of Solid Waste.
- Using (1.2): I selected Genially for its interactive and branching capabilities, providing self-directed, web-based delivery tailored to the needs of voluntary adult learners.
- Assessing/Evaluating (1.3): I integrated formative branching checks and a multiple-choice assessment, using SME-verified criteria to provide immediate feedback and correct specific recycling misconceptions.
- Ethics (1.5): I ensured factual accuracy to prevent waste stream contamination, used properly attributed media, and provided a free, plain-language resource to the public.
- AECT Standard 2: Content Pedagogy – I developed as a reflective practitioner able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
- Creating (2.1): I applied the Segmenting and Spatial Contiguity Principles to reduce extraneous cognitive load and support the behavioral transfer of proper sorting habits.
- Using (2.2): I utilized Genially’s branching features for cognitive instruction—requiring active retrieval and providing corrective feedback—rather than presenting static reading lists.
- Assessing/Evaluating (2.3): I treated my design assumptions as testable questions, utilizing SME corrections and embedded assessment data to validate content and instructional sufficiency.
- Ethics (2.5): I matched media and language to actual county demographics by using recognizable household items, paired visuals, and plain text for broad accessibility.
- AECT Standard 3: Learning Environments – I facilitated learning by creating, using, evaluating, and managing an effective learning environment.
- Creating (3.1): I grounded my design in cognitive research, ensuring that chunking, text placement, and branching feedback directly followed multimedia learning principles.
- Using (3.2): I based my tool selection on theoretical needs rather than convenience, and applied the Redundancy Principle by omitting audio narration to ensure accessibility in varied environments.
- Ethics (3.5): I fostered a safe and ethical environment by providing accurate, SME-verified safety guidelines, respecting copyright, and guaranteeing free open access.
- Diversity of Learners (3.6): I accommodated diverse educational backgrounds through plain language, visual pairings, self-pacing without time limits, and supportive, non-evaluative feedback.
- AECT Standard 4: Professional Knowledge and Skills – I designed, developed, implemented, and evaluated a technology-rich learning environment within a supportive community of practice.
- Collaborative Practice (4.1): I partnered with the Office of Community Relations for audience analysis and the Director of Solid Waste for content verification, while also incorporating peer feedback to refine navigation and clarity.
- Reflection on Practice (4.3): I used demographic data and SME corrections to challenge my personal design assumptions, ultimately learning that accurate community instruction relies heavily on local context and early expert review.