Learning Theories and Principles
Before creating the storyboard, I prioritized the integration of key learning principles. I included the research-supported theories and principles outlined below to ensure the course would provide an engaging and learner-focused experience.
Malcolm Knowles' Six Principles of Adult Learning (Andragogy)
1. Need to know: To address the "What's in it for me?" question, the course introduces a real-world job challenge and then provides learning objectives, letting learners know they'll learn the skills needed to solve this challenge in the course.
2. Experience: This course builds upon learners' prior industry knowledge and familiarity with terms, ensuring a deeper, relevant exploration without redundancy.
3. Self-Concept: Learners get to work autonomously and can choose which order to engage with the material.
4. Readiness: This course establishes relevance for learners by introducing a common real-world problem.
5. Problem orientation: Using a problem-based learning approach, the course addresses the unresolved issue of how Dave's loan payments will affect the balances for both him and his lender over ten years. It then provides learners with interactive scenarios, directly engaging them in the process of determining the balances.
6. Intrinsic motivation: The course establishes the goal of unlocking the Exit tab. Learners can autonomously explore content at their own pace, but they must fully engage with all sections to unlock the Exit tab, reflecting a gamified approach. After completing each tab, learners are provided with immediate feedback, further elevating their sense of achievement.
Gagné's Nine Events of Instruction
1. Gain attention: The course immediately captures the learner's attention by presenting them with a relatable problem.
2. Inform learners of objectives: Learning objectives are introduced in the beginning.
3. Stimulate recall: The question in the Dave's Loan section stimulates recall of information in the Introduction section.
4. Present the content: Content is presented throughout each tab.
5. Provide learning guidance: Specific feedback is given when learners make an incorrect choice.
6. Elicit performance: Immediate opportunities to practice what is learned after each section.
7. Provide feedback: Immediate feedback is given for correct and incorrect choices.
8. Assess performance: A variety of assessment methods are used throughout, including multiple choice, multiple select, and drag-and-drop.
9. Enhance retention and transfer: Learning activities andd assessments are directly linked to learning objectives.
Cognitive Load Theory: To prevent overloading learners with more information than they could effectively process into long-term memory, I utilized information chunking in the course and provided opportunities for knowledge assessment after each chunk. Additionally, I applied the multimedia principles below to reduce cognitive load.
Mayer's Multimedia Principles:
Coherance: The course includes only information and images essential for meeting the learning objectives.
Signaling: Visual cues, animations, and headers are used to highlight main points.
Redundancy: Narration accompanies graphics, excluding most on-screen text. Only relevant text is included.
Spatial Contiguity: All relevant text and graphics are physically close together.
Temporal Contiguity: Corresponding text, audio, and images are displayed simultaneously.
Segmenting: The course is broken up into easily digestible sections.
Modality: Most information is conveyed through visuals and spoken words, with on-screen text used only as needed.
Multimedia: Graphics and animations are strategically incorporated to enhance and clarify information.
Personification: A conversational tone is used throughout.
Voice: A human voice is used for narration.
Image: Relevant animations are used in place of a talking head.
