Project #1: Static Multimedia Instruction

Instruction Guide: Here is the link to my instruction guide created with Clarify-It.

Lesson Objective: Using the step-by-step guide, students will be able to export the works cited for a project from their Easybib account directly to a Google Docs document within their Google Drive. 

Design Notes: 

• I selected this activity as I wanted to focus on something practical and applicable for my 9th grade honors English course. Students are expected to leave the 9th grade with a proficiency in using easybib.com (an online tool for generating source citations in MLA, APA, and other formats). 
• The steps are extremely simple as students simply log into Easybib, access their project of interest, select the bibliography option, choose the export button, click on save to Google Docs, wait for Easybib to generate the document, and then rename the new Google Docs document to fit the project.
• Creating this instruction was extremely simple. Using the “Clarify-It” tool I simply walked through the steps of exporting the works cited to Google Docs and tool screen shots of each step. I then labeled each step with simplified text and then added appropriate shapes to highlight content in the images. When finished I exported the document to a PDF and just like that the instruction guide was complete!

How does this instruction demonstrates the multimedia and contiguity principles? 

Multimedia principles focus on the addition and selection of graphics to support text in multimedia presentations, while contiguity principles narrow in on the proper and appropriate partnership of text and graphics in a digital presentation. While these principles are very closely related they maintain distinct features and thus I will discuss how my instruction fits both sets of principles separately. 

In my discussion post relating to this topic I pointed out that there are six primary types of graphics: decorative, representation, relational, organizational, transformational, and interpretive (Clark and Mayer, 2008, p.72). Decorative and representative are the most commonly used and abused. I don’t believe any of the graphics in this instruction guide are used for either of these purposes as all graphics have been intentionally selected and placed to promote knowledge and understanding of the process. I do believe that the images in my instruction are both relational and organizational. The instruction is organizational because each step illustrates variable relationships. For example, step 4 says to “click the export button” which leads to a new variable of selecting the means by which the individual chooses to export the document. Each click of the mouse in the process leads to something new.The graphics are also relational as they connect the text with tangible examples. Moreover, the arrows and shapes used to highlight key information helps demonstrate the relationship between the text in the image with greater clarity. 

With regards to contiguity principles, Clark and Mayer emphasize that e-learning isn’t effective if strong associations can’t be made between the text and the graphics. However, I believe in my instruction guide a strong connection exists between the texts and words. For example, in step 4 the directions say to click on the “Save to Google Docs” option. Notice that in the textual instructions this button students should select is in quotation marks and a red arrow points to the button in the graphic. Thus, it helps viewers make a stronger connection between ideas.  

Resources

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.