I wonder if I put a few words here?
In this blog post, I used Screen-o-Matic to provide a short tutorial on the SUM functional in excel. In this video, I also showed viewers how they can use contrasting colors and font sizes to apply the signaling principle (Mayer, 2014).
Reference:
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia
Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
Currently, electronic health records (EHRs) are increasingly implemented into healthcare settings to replace the traditional paper-based patient record (Ratwani, 2017). This learning content is designed to educate students on EHRs. The structure of this course is divided into three sections: Pre-Class, In-Class, and Post-Class learnings. By the end of this learning plan, students will gain a basic foundation of knowledge on the topic of EHRs.
By the end of this course, students should be able to:
Considering all of our group members are in the Health Information Science (HINF) Program, we chose EHRs as our assignment topic. Additionally, since EHRs are becoming more widely adopted, our group’s intention in designing this lesson plan was to provide students with a basic understanding of EHRs, who uses them, where they are found, what they store, and their benefits and drawbacks.
For this assignment, the topic which inspired our group was: Topic 4 – Design of Multimedia Learning Objects and Artifacts. EHRs are a subject HINF students are continuously educated on throughout the duration of the program; however, the delivery of learning is lecture-based and supplemented with text-heavy PowerPoints which can cause information overload. As a result, our group created multimedia objects often used in the HINF program and applied the educational principles we learned in EDCI337 to ensure the instructional design was learner-centered.
To create our multimedia objects, we brainstormed and created a list of common multimedia objects which are listed below in section 5. The work to create these multimedia objects was split between group members during our weekly learning pod meetings. Once all group members completed their individual multimedia objects, we worked collaboratively on writing the discussion post. The plan for this assignment went relatively well, and there were no pitfalls.
All except the additional readings are original multimedia content. The multimedia produced varies in type and draws upon EDCI-related learnings. Original multimedia content includes:
The multimedia objects can be accessed from this overview.
The evaluation method for this learning plan is also applicable to other theory-based topics.
Multimedia can be defined as the simultaneous presentation of both words and pictures (Mayer, 2014). Learners can create a deeper understanding of multimedia while they form connections between words and pictures; however, to be effective, multimedia must be designed in a manner that promotes learning (Mayer, 2014). Given this, our group implemented several different principles and learning theories where appropriate while designing our multimedia objects for this assignment.Â
Overall, this assignment was designed to engage learners to be active participants. This was achieved by having students progress through pre-class, in-class, and post-class tasks to help assess their comprehension of the material, and learning outcomes (Betts, 2016). For example, in the post-class prompt, students are asked to use higher-order thinking skills by writing, or audio recording their answer to one of the provided prompts. This exercise aligns with the “create” element of Bloom’s Taxonomy, which encourages active learning, and evaluates student comprehension as students produce new or original work related to the material (Betts, 2016).
One major principle our group implemented was demonstrated in our informational video and PowerPoint presentation. More precisely, our group decided to use illustrative images and short text in these multimedia objects, and provided further detail via narration. In doing so, we were able to improve learning by applying the modality principle: people learn better when graphics are paired with narration instead of printed text (Mayer, 2014). This strategy was also listed as one of Phillip’s key takeaways for creating effective presentations (TED, 2014). Additionally, we made sure to speak in a conversational style during our narrations. This is because according to the personalization principle, learning improves when the words of a multimedia presentation are not spoken in a formal style (Mayer, 2014).
To capture learners’ attention, color was an element our group took advantage of while designing our multimedia objects. For instance, while creating our informational video, our group decided to use contrasting colors to add emphasis to its design. This is because one of the principles of good design is contrast, and this principle suggests using opposing design elements, such as color, to support design (Adobe Express, 2020). Similarly, the same principle was applied during the creation of our infographic. In particular, our group selected the color purple for the background of our infographic to contrast with the overlaying graphics.
Contrast was used in the PowerPoint presentation to guide learners’ eyes around the information presented on the slide. Again, this strategy was also listed as one of Phillip’s key takeaways for creating effective PowerPoint presentations (TED, 2014). In this case, however, contrasting colors on opposing segments of the color wheel were not used. Rather, topics that were being discussed on the current slide were colored, and extraneous materials were grayed out and excluded (Mayer, 2014). As a result, we were able to improve learning by emphasizing key information through the application of cues (Mayer, 2014). Further, in applying this strategy, both the coherence and signaling principles were achieved, respectively.
Lastly, it was important that differentiated learning styles were considered when creating our materials. For example, with the in-class discussion, students are given the choice to either actively engage in conversation with their peers, or to provide a written response. This same idea was used in the case of the post-class prompt, where students are able to provide either a written or spoken response. In providing multiple pathways for learning, the material becomes more accessible and inclusive for all learners (CAST, 2018).Â
Note: All multimedia content is linked to a publicly shared Google Drive.
References
Adobe Express. (2020). 8 basic design principles to help you make awesome graphics. Adobe. https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics
Betts, T. (2016). 5 tips for multimedia enhanced teaching and learning. University of Sussex. https://blogs.sussex.ac.uk/tel/2016/11/22/5-tips-for-multimedia-enhanced-teaching-and-learning/
CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
Ratwani, R. (2017). Electronic health records and improved patient care: Opportunities for applied psychology. Current directions in psychological science, 26(4), 359–365. https://doi.org/10.1177/0963721417700691
TED. [TEDx Talks]. (2014, April 14). How to avoid death by PowerPoint | David JP Phillips | TEDxStockholmSalon [Video]. Youtube. https://youtu.be/Iwpi1Lm6dFo
Hi Yashvi,
Thank you for your week 5 blog post on inclusion and its importance in education. I liked how you structured your blog post this week by beginning with a quick overview of inclusion before providing an extensive list of the importance of inclusion. Further, I found your personal experience of you and your friend very moving and well-articulated why including everyone is critical.
After completing this course, I am curious if there are any ways (based on your personal experience) that you can think of that could be done in your school to create a more inclusive environment for your friend? I too knew people who were excluded from the classroom because of disabilities and felt that not enough was done to make the environment more accommodating and welcoming for them. Furthermore, I very much agree with including all from a very young age at the elementary level; this way students are not “outcasted” from their peers.
Thanks,
Katie
Hi Grace,
Thank you for your week 5 blog post on inclusion and differentiated learning. I enjoyed that at the start of your post you begin by identifying other barriers not addressed in this week’s materials such as a lack of devices, connectivity issues, and a lack of confidence with digital tools. As someone who is fortunate enough to not face these barriers, I never even considered these so I really appreciated your acknowledgment of them.
I also liked how you broke your post into the four learning styles: visual, auditory, tactile, and text. I enjoyed your overview of these different learning styles and the pictures you selected for them. Additionally, I liked how you tied your personal experience to your post as you identified yourself as a visual learner.
In addition to the information you addressed in the four topics, I would be interested in seeing how these learning styles can be combined to improve learning and memory. Do you think it is possible that some people are not just one type of learner but multiple types? Additionally, do you find that there are other learning styles you use in your own learning, or is it strictly visual?
Thanks,
Katie
Hi Xinh,
Thank you for your blog post! I enjoyed how first you identified and explained multimedia learning before relating it to your experience. I also appreciated how you broke down the different principles, defined them, and then provided videos for each to further add to your explanation. As someone new to these principles, I found this formatting approach very effective in introducing and understanding the topic. Further, as someone who is also within the Health Information Science program, it was very neat to read about someone else’s experiences in the program and how it relates to this topic. However, regardless of one’s program (or educational background), this story-telling technique is another effective way to promote learning.
From this blog post, I am curious to know if you were familiar with this topic (or any of its’ principles) before the course? If not, were there any principles that you struggled to understand, or did they all make sense in terms of how they contribute to learning?
Cheers,
Katie
Hi Xinh,
Thank you for your week 6 blog post that compared the SAMR model and the SECTIONS model. In your post, you provided a comprehensive overview of both models which I really enjoyed. I believe that your post clearly explains the similarities and differences of both models, while not getting overly complex. Further, as a reader, I really appreciated how you carefully selected a figure for each model to provide a visual that supported your writing. I found that these visuals were also well placed within the post (underneath the writing), and acted as a nice closing to the end of each idea.Â
I am curious however about your thoughts and ideas surrounding these models? Can you draw on any personal experiences where it was evident that these models were being used? Or are there any personal experiences where it was evident that these models were not being used? For me, I have come to appreciate all the effort that must go into carefully creating the best learning opportunities for students. These two models are not quick to complete and take time, effort, and thought to make the best learning experience possible.
Thanks,
Katie
In the department of Health Information Science technology and media are commonly used in teaching. Because of this, it is important to have models like SECTIONS to help teachers select the appropriate technology for use in the classroom setting (Sarah, 2015). In doing so, teachers can effectively teach diverse sets of learners with varying needs (Sarah, 2015).
Real-World Application of SECTIONS
The SECTIONS model has clearly been utilized in the department of Health Information Science. In one class, in particular, students were to learn how to use an electronic health record (EHR) and how to upload content to the platform. To facilitate this learning, Telus Med Access (an online EHR) was selected. This technology was accompanied by the use of tutorial videos, quick reference guides, and supplemental readings.
S & E (Students & Ease of Use)
For students, this technology was appropriate as it was free to access; accessible anywhere with an internet connection (as it was an online application); and easy to learn as students had already been introduced to Med Access in previous classes. This technology was also reliable and easy for teachers to use as the platform was maintained by Telus and the teachers had previous exposure to the application in the clinical setting.
C (Costs)
In comparison to other online platforms, Telus Med Access was inexpensive and had no maintenance costs. The department only needed to pay an annual licensing fee in order to have access to the application. Further, as the application was owned by Telus, they were responsible for the development, delivery, and support – not the department (Sarah, 2015).
T & I (Teaching and Media Selection & Interactivity)
With Telus Med Access, students were able to access various sections of the electronic record and upload information and documents based on their determined test patient. Because of this, students were able to personalize their learning based on their learning type and create test environments and scenarios that supported this learning. Additionally, the application allowed students to work alone or collaborate with peers when creating an electronic record. This record was then saved and uploaded to the EHR where all classmates could access and interact with the new record.
O & N (Organizational Issues & Networking)
As the department already had the infrastructure in place to support the technology as well as the executive support to adopt this technology, implementing Telus Med Access was possible. However, while the application does not support networking outside of the classroom, the platform did allow students to network with other classmates as they collaborated on creating new health records and patient profiles.
S (Security & Privacy)
To access the platform, students logged on with a lecture username and password (that was provided to all students at the start of the course). This was done intentionally, so students did not have to create personal accounts or upload any personal information making the platform secure and private to use (as there may be security/privacy concerns due to it being a cloud-based service).
Because of the evaluation of Telus Med Access using the SECTIONS model, the health information department was able to successfully select a technology that would enhance student learning.
![Classroom Management] Implementing Tech Tools without the Headaches | Edmentum Blog](https://khopper.opened.ca/wp-content/uploads/sites/4587/2022/06/image-5.jpeg)
References
Bates, T. (2015). Deciding on Appropriate Media for Teaching and Learning. Retrieved from https://www.tonybates.ca/2015/01/28/deciding-on-appropriate-media-for-teaching-and-learning/
Edmentum. (2016). Implementing Tech Tools Without the Headaches. Retrieved from https://blog.edmentum.com/classroom-management-implementing-tech-tools-without-headaches
eHealth Saskatchewan. (n.d.). Standardized Referral Template in TELUS Health Med Access. Retrieved from chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ehealthsask.ca/services/Referral-and-Consult-Tools/Documents/Set-up-Instructions-for-MedAccess-Generic-Referral-Template.pdf
Sarah. (2015, October 4). The SECTIONS Model. https://www.youtube.com/watch?v=cwmo2NLBbkU&t=62s
Hi Xinh,
Thank you for your Week 5 – Universal Design for Learning blog post. I appreciated how you explained each of the three guidelines and provided personal examples. However, what I enjoyed the most about your post, was how you critically analyzed your personal experiences and how the teachings could have been improved to become more inclusive. For the engagement guideline example, I liked how you acknowledged both the success and limitations of the reflective question activity mentioned. Further, I enjoyed reading your suggestions for improvement to make the activity more inclusive (i.e., by giving an alternative such as writing).
Your blog post has made me think critically about my experiences in the classroom setting and activities of this nature. For myself, I have engaged in many reflective activities without struggle. However, this may not be the same experience for everyone involved. Because of this, I am begging to appreciate all that must be done to make an activity inclusive.
Based on this, due you think that the other two examples that you provided could have been made more inclusive? I was thinking of your second example in which individuals the professor enabled closed captioning for the student who was hard of hearing. Instead of providing closed captioning because of this student, would it not just be easier to always provide captioning regardless of all student abilities? This way the professor is removing barriers and eliminating the need to be asked to.
Thanks,
Katie
My original PowerPoint presentation was created for HINF 265 – Health Care Delivery and Organization. For this assignment, I was to create a presentation that provides an overview of a health authority. Reviewing this assignment two years later, it is easy to see how changes to incorporate various design theories and models would benefit learning outcomes.Â
Island Health Overview – Old Version (2020)
When reviewing the old version of the Island Health Overview PowerPoint presentation, it is clear that many improvements can be made. First, the color scheme selected for the presentation did not optimize the design and lacked appeal. Hierarchy was also not applied effectively and as a result, viewer attention was drawn to the headings instead of the key ideas. Further, it was clear that the presentation broke simple multimedia principles such as signaling, redundancy, and coherence.
Island Health Overview – New Version (2022)
Adobe Principles
The 8 Adobe principles were applied to the presentation. Throughout the assignment, alignment was used to make it look more sharp and orderly (Adobe Express, 2020). Hierarchy and contrast were also used to help focus the audience’s attention on the most important elements on the slides. This was done by increasing the font size and bolding important text. Next, I applied repetition throughout the slides by using the same font, bullet points, and color scheme. This scheme was chosen because of its contrasting nature and optimizing color combination (which will help guide the audience’s attention) (Adobe Express, 2020).
Multimedia Principles
Consideration of the multimedia principles was also made. First, Mayer’s signaling principle was applied by using introductions, indicator words, and tone in the narration. Next, the redundancy principle was used by deleting the on-screen text that was already covered in narration (preventing from overwhelming viewers) (Mayer, 2014). However, keywords and ideas remained because of the modality principle. The coherence principle was also used by only applying concise narration, contextual images, and necessary text to improve memory retention. During this time, the cognitive theory was also applied by only using essential text, images, and audio in an effort to not cognitively overload viewers (Mayer, 2014). Lastly, the signaling principle was utilized by using contrasting colors, fonts, and sizing to guide the learners’ attention throughout the slides (Mayer, 2014).Â
Differentiated Learning
When updating the presentation, I also wanted to account for differentiated learning. As such, closed captioning was used to make the presentation more inclusive.Â
David Phillips TED Presentation
Lastly, when updating my presentation, I referred back to David Phillips’s TED presentation. From this, I incorporated all key advice (and associated learning principles) into my presentation:
| Advice and Principle | Application to Presentation |
| Only one overarching idea per slide (cognitive load theory). | All slides have only one overarching idea which is stated in the header. |
| No more than six objects per slide (cognitive load theory). | All slides have no more than six ideas per slide. |
| Don’t read directly from the slide when presenting (redundancy principle). | All slides and narration were updated in order to not directly read from the slides when presenting. |
| Use illustrative images and short text (multimedia and modality principles). | Images and text were updated to be illustrative and concise. |
| Make the most important thing the most prominent (signaling principle). | Most important things are made the most prominent through the use of color, contrast, text sizing, and bolding. |
| Use contrast to move the viewer’s attention (signaling and coherence principles). | Contrasting colors and fonts are used on each slide. |
(TEDx Talks, 2014).
Additional Resources
Lastly, an Island Health Authority Key Facilities Google My Maps was made to offer a unique resource that promotes active learning. Outside of the presentation, viewers can interact with the map to learn more about the health authority, while solidifying ideas through repetition of the material.
References
Adobe Express. (2020). 8 Basic Design Principles to Help You Make Awesome Graphics. Retrieved from https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics
Forman, T. (2013). Community Celebrates Nanaimo Hospital’s 50th
Anniversary. Retrieved from https://www.nanaimobulletin.com/news/community-celebrates-nanaimo-hospitals-50th-anniversary/#:~:text=NRGH%20officially%20opened%20its%20doors,Authority%20and%20other%20community%20organizations.
Health Care Relocations. (n.d.). North Island Hospital Project – B.C.
Comox Valley & Campbell River Hospitals. Retrieved from
https://hcr-moves.com/project/north-island-hospital-project-b-c-comox-valley-campbell-river-hospitals/
Island Health. (n.d.). Cowichan District Hospital Celebrates 50 Years. Retrieved
from https://www.islandhealth.ca/news/news-releases/cowichan-district-hospital-celebrates-50-years#:~:text=September%2022%2C%202017,its%20doors%20in%20September%201967.
Island Health. (n.d.). Cowichan District Hospital Replacement Project. Retrieved
from
https://www.islandhealth.ca/about-us/accountability/strategic-direction/building-health/cowichan-district-hospital-replacement-project
Island Health. (n.d.). North Island Hospital Comox Valley. Retrieved
from https://www.islandhealth.ca/our-locations/hospitals-health-centre-locations/north-island-hospital-comox-valley
Island Health. (n.d.). Royal Jubilee Hospital (RJH). Retrieved from
https://www.islandhealth.ca/our-locations/hospitals-health-centre-locations/royal-jubilee-hospital-rjh
Koolman, L. (2012). History of the Royal Jubilee Hospital. Retrieved
from
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.islandhealth.ca/sites/default/files/2018-03/rjh-history.pdf
North Island Gazette. (n.d.). North Island Medicine: The Early Years. Retrieved
from
https://www.northislandgazette.com/community/north-island-medicine-the-early-years/#:~:text=In%201972%20a%20ten%2Dbed%20hospital%20was%20built%20in%20Port%20Hardy
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia
Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
TEDx Talks. (2014, April 14). How
to avoid death By PowerPoint [Video]. YouTube. https://www.youtube.com/watch?v=Iwpi1Lm6dFo
Differentiated teaching is recognizing that individuals have different abilities that result in different needs to learn (Stansberry, n.d.). Differentiated teaching and learning is something that is important to keep in mind when constructing a course and its materials. Without this reflection and effort to make a class more accessible, many will be left behind.
The “Traditional Classroom”
Since the transition to online learning, most classes have been held online and over Zoom. At these meetings, typically all participants and instructors have their cameras off while the materials are presented. These lectures lack peer-peer engagement and are typically a one-sided conversation by the professor (that is not supported by audio captioning). As a result, students may struggle to pay attention or even be able to gain any teachings.
A Change for the Better
There are many considerations and changes that can be made to make the online classroom a more accessible and friendly place. First, professors can begin by turning their camera’s on and requiring all students to do the same. This will allow students who may struggle to hear the ability to read lips and facial expressions. Further, turning on closed captioning is a small action, but could greatly benefit many. The course delivery should also be changed to involve more peer engagement through inclusive activities. This way, students are able to socially connect as well as reduce the possibility of distraction. By even making these small changes to the “traditional classroom” setting, we can begin to make lectures more inclusive for all.
References
Alder, E. (n.d.). How Inclusitivity Promotes Student Engagement. Retrieved from https://todayslearner.cengage.com/how-inclusivity-promotes-student-engagement/
Education Week. (2018, September 11). Differentiation Instruction: It’s Not as Hard as You Think. [Video]. YouTube. https://www.youtube.com/watch?v=h7-D3gi2lL8
Stansberry, S. (n.d.). Differentiated Learning with Educational Technology. In Applications of Educational Technology. Oklahoma State University Libraries. Retrieved March 13, 2021, from https://open.library.okstate.edu/applicationsofeducationaltechnology/chapter/chapter-2-differentiated-learning-with-educational-technology/
© 2024 My Student Blog
Theme by Anders Noren — Up ↑
Recent Comments