CLT considerations are especially important in

Teaching Visual Art

because learning goals= understanding and creating images

1. 2. 3.

Visual arts teachers are regularly needing to present images with text when teaching about artworks

Regularly needing to demonstrate new art making processes (traditional and digital)

Regularly needing to present sequenced information on how to complete a task

Teachers DESIGN tasks

Multimedia is increasingly being used to present visual and verbal information: Including ALL the previous examples It is up to you to design tasks that will not cognitively overload students

HOW?
Previously it was thought that the only way to alleviate cognitive overload was by reducing extraneous load in learning design Now it is known that intrinsic load can also be manipulated by taking the individual learners capabilities and motivation into consideration as well when planning tasks With this information, teachers can successful alter learning tasks to create maximum space for germane load

Promote Germane Load

Know your students

When designing for learning in the visual arts you need to firstly determine the expertise/prior knowledge of the leaners in teaching areas (ex: art history or art practice)

1. 2. 3.

Results will determine best strategies to employ when creating customizable multimedia tasks to cater for all learners (strategies addressed following)

Testing prior knowledge helps to avoid expertise reversal which states that instructional techniques that are effective with novices can lose effectiveness when used with more experienced learners.

Promote Germane Load

Motivate your students

Knowing your students is also found to be key in motivating them

1. 2. 3.

Students possess different levels of expertise, but also selfregulation abilities, preferences for amount of instruction and epistemological beliefs

Learn how these factors affect their motivation to participate in the multimedia learning process and choose appropriate strategies

Promote Germane Load

Task based motivation

Manipulation & Interaction with Learning Material
Motivation

Instructional manipulation and interaction is found to stimulate students schema construction processes E.g. letting students organize procedural steps or a chain of events; letting them manipulate pictures or animations