Jura McKay, Annora Eyt-dessus & Andrew Pryde
This presentation and workshop forms a practical lesson on steps lecturers can take to improve the structure, appearance and focus of their slides. By applying principles that our team at Bayes Digital Learning use in the process of preparing our online learning videos, we’ll impart best practice for creating presentations that are both cognitive load light and coherent.
‘meaningful learning often requires substantial cognitive processing using a cognitive system that has severe limits on cognitive processing.’ (Moreno & Mayer, 2003) and for our team that means carefully considering each slide and its content to try to make the content as easily processable as possible. This is becoming more important as Learning materials are competing for attention on devices that encompass their social, personal and professional lifes. (Lodge, 2018)
The presentation will demonstrate what design can do for your learners. Demonstrating the transformation of typical overloaded real-world slides from our programmes. Then we’ll use specific points backed by cognitive science, such as the:
- Modality effect
- Signaling principle
- Segmenting principle
and apply them in practice with examples. Participants are encouraged to bring along their slides from their own presentations pre-session. Participants will critically review their slides to identify areas for improvement, based on principles outlined. The breakdown of this session is in the schedule below.
We’ll wrap up with the dissemination of a crib sheet to keep in handy while you compile your next slide deck.
The session will lean on educational psychologist Richard Mayer’s work on reducing cognitive load in multimedia learning, as well as the instructional design work of Leonard Houx, our Senior Instructional Designer.
By working in principles from instructional design and cognitive load theory, participants can inject some solid science into the online learning experience of their students. And the concepts learned in this workshop are readily applicable across a range of multimedia work that you might partake in in the future.
Caviglioli, O., 2019. Dual coding with teachers.
Eyt-Dessus, A. and Houx, L., 2020. Excellence in design for online business. ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale,.
Mayer, R., 2014. [online] Indezine.com. Available at: <https://www.indezine.com/stuff/atkinsonmaye.pdf> [Accessed 11 May 2022].
Mayer, R. and Moreno, R., 2003. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), pp.43-52.
Pudelko, B., 2022. Having trouble concentrating during the coronavirus pandemic? Neuroscience explains why. [online] The Conversation. Available at: <https://theconversation.com/having-trouble-concentrating-during-the-coronavirus-pandemic-neuroscience-explains-why-139185> [Accessed 10 May 2022].
Salomon, G. and Almog, T., 1998. Educational Psychology and Technology: A Matter of Reciprocal Relations. Teachers College Record: The Voice of Scholarship in Education, 100(2), pp.222-241. Bottom of Form