Skip to main content

Mini Garden Activity - Worked Example



Pre-K III Mini Garden Activity - Worked Example Presentation

To View:

 Click the Link Above
Click Duration - Bottom Left Corner
Click Play


A Worked Example

    This week for my LSU course assignment, I created a worked example. Following Clark and Mayer's definition, "a worked example is a step-by-step demonstration of how to complete a task" (Clark, Mayer 2016). The Pre-K III Mini Garden Activity is an example of a worked example presentation I completed using many multimedia principles such as Personalization principle and Coherence principle. Its a step by step guide on how to plant a seed with a collaborative garden activity for preschool students. The presentation features demonstrations of how to clean and prepare a seed, find a location, and plant the seeds. As well as examples of ways to enhance student understanding. This presentation is accessible to anyone with the link and is intended for in-home preschool educators and homeschooling parents.   

Design Challenges

    There were two challenges I faced when designing my worked example presentation. First, I realized my presentation was over decorated and many elements were distracting from the main topic. I reviewed the Coherence Principle from Clark and Mayer's textbook, chapter 8. The Coherence Principle states, "avoid any material that does not support the instructional goal" (Clark, Mayer 2016). Therefore, I went back through the presentation taking out anything that was irrelevant and unrelated to preschool gardening or the topic of that specific page. "Adding interesting but unnecessary material to e-learning can harm the learning process" (Clark, Mayer 2016). Secondly, I wanted to make sure my step by step guide had enough examples.

Worked Example Elements

    I wasn't sure if my topic was actually a "worked example". I knew I must have the following elements before I could consider the presentation a worked example. "A modeling example is a worked example in which a human provides a demonstration of how to complete a task (Clark Mayer 2016). I included a "modeling example" on step four. The model is demonstrating how to drop a seed into the soil. The presentation must support far transfer through learning varied worked examples. There is a cut and paste art activity that will enhance student understanding and support far transfer learning. 

Multimedia Principles

    My worked example includes a few multimedia principles. The Coherence principle, a principle that gives guidance on avoiding extraneous text graphics animation and audio elements. I applies the personalization principle by narrating my presentation with conversational style. I've come along way with conversational style presentations. I'm proud of how that particular part turned out. Being a perfectionist there are times id like to delete audio because I pause too long or say uhm. I realize this is natural when conversing with other humans and decide to keep the imperfect audio.  

Personalization

    The Embodiment principle which states learners understand material better when online agents with human like behavior are included (Clark, Mayer 2016). This principle leads me to add elements such as pointing fingers. These pointing fingers bring attention to important details in the presentation.  And finally, emotional design which helps learners "draw a cognitive connection to the material" (Clark, Mayer 2016). Most of the graphics I created myself using Artificial Intelligence (AI). I wanted images of preschoolers learning and creating. As well as preschool teachers and preschool settings. I specially added these details to the graphics to help my intended audience draw a connection to the material in the presentation. These principles helped guide me through the creation of the worked example. Applying multiple multimedia principles and high definition images produced an effective presentation that supported the learning goals. 

Coherence Principle

    The worked example I created focuses on emotional design and the Coherence principle. I knew I did not want to include any text graphics audio or animations that did not support the presentations learning goals. Early in my design I realized I had extraneous text and graphics. According to Clark and Mayer, "weeding" is a term used to describe the act of removing extraneous elements. Audio is another element that cannot be overbearing, or it can distract from the learning goals. I limited my audio snippet to two. My digital story had multiple audio tracks that essentially distracted from the material in the story. Therefore, for this presentation I ensured my two audio tracks were working and at the appropriate volume.

Conclusion

    Overall, I'm happy with my final product. It is the cumulation of all of the multimedia principles I've learned about in this course and from the book, put to use. As I continue to build products for my preschool curriculum, in and outside of school, I am excited to apply all the things I learn to improve my skills.


Resources:

Clark, Colvin Ruth, and Richard E. Mayer. 2016. Proven Guidelines for Consumers and            Designers of Multimedia Learning, Fourth, Edition.


Comments

Post a Comment

Popular posts from this blog

Static Multimedia Tutorial - Google Sheets for Pre-School Attendance.

  Google Sheets for PreK Attendance Tutorial Here!      The tutorial I created is a step by step guide on how to create a preschool attendance record using Google Sheets. Google Sheets is an app that can be accessed through Google Chrome the internet browser. In-home preschool instructors are solely responsible for keeping record of what students are using their services and how often. This tutorial will help teachers keep a professional attendance record that can be saved to their Google account and easily submitted to the state at the end of the year.  After watching the tutorial teacher will be able to: - Locate Google Sheets app on Google - Locate the attendance template - Create a customized Google Sheets attendance record     I completed this tutorial with the intention that teachers would be able to understand the information presented easily. I decided to use a multimedia presentation. A multimedia presentation consists of both text and picture...
Post a Comment
Read more

Digital Storytelling - Letter Magic Career Day!

  Digital Story - Letter Magic Career Day! (Letters A - I) To View:  Click the Link Above Click Duration - Bottom Left Corner Click Play Personalization Principle       Applying the Personalization principle to digital storytelling was the assignment for my ELRC Multimedia Design Course at LSU. I was excited to use the principles I learned thus far where I could. I created a three minute digital story presentation about young pre-school students in different career fields. Each career correlates with a letter of the alphabet. For example, A is for Astronaut, B is for Ballerina and so on.  Intended Audience      This digital story presentation is intended for use by in-home educators, homeschool parents and their students. The presentation is accessible to the public. It can be used and viewed as a stand alone e-learning video or used in conjunction with my full preschool curriculum and weekly lessons. The main focus of this lesson was t...
Post a Comment
Read more

The Modality Principle!

  The Modality Principle Presentation! The narrated presentation I created this week was about The Modality Principle. This presentation is intended for Pre-school Instructors that create or design preschool e-learning modules. The presentation covers  the modality principle and some of the limitations it has depending on the target audience and their cognitive processing ability. I review the modality principle and the reasoning behind why we use it. I give examples of when we don't need to use the Modality Principle (limits). In the making of the presentation itself, I used the Modality Principles from Clark and Mayer's book. I narrated my presentation, I used on screen text as well as audio narration. I also used animations and graphics that were both decorative and informative. On slides where I placed informative graphics, I also used audio narration. I did this in an effort not to overload the cognitive ability of my intended audience.  According to Clark and Mayer,...
Post a Comment
Read more