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BIG Design/Redesign Task Description (note: A modified ADDIE development process is used for this task) Task due

Apr. 29 1) Your role Just as you were in your mini-redesign you are an instructional developer with e!pertise in evidence-"ased multimedia principles of learning# $) Recruit a client. Identify a %client& who needs to a unit of instructional materials redesigned according to contemporary learning principles of multimedia learning# 'he instructional unit for the (ig Design)*edesign 'ask should encompass a "ody of information that would take several days to implement and consists of more than a single presentation# +or e!ample it could "e a unit for a , day or shorter workshop or a we"-"ased instructional unit# Again the %client& may "e someone in your workplace - a colleague or an administrator)supervisor in need of the development of a training program for a skill or teaching concepts or processes from the cognitive psychomotor affective or interpersonal knowledge domains# Another option is for you to "e your own %client& "y designing)redesigning instruction for your own classroom)content area# A final option is designing)redesigning instruction I provide for you# If you are interested in this option contact me (your %client&)# ,) Your task a) Analysis: Discuss with your client the learning pro"lem the goals and o"-ectives the audience needs e!isting knowledge and any other relevant characteristics# Also consider the learning environment any constraints the delivery options and the timeline# 'he results of your analysis for the presentation should "e clearly stated in the preface of your instructional module# ") Design: .pecify the learning o"-ectives the knowledge domain and targ eted learning processes. Use the taxonomy ( eidel et. al). Descri!e the graphic design" user#interface" and content. $nclude reference to learning theories and principles (traditional and contemporary) of decisions you make during this design phase. .imilar to your mini-redesign modify according to at least $/ principles from the learning sciences graphic design motivation theory adult learning theory 0D1 cognitive load theory (21') cognitive design 2'31 worked-out e!amples -- in other words - consider all of the readings in 3odule $# 3ake certain that included among your instructional events are 3errill&s / principles as listed here: (4) 1earning is promoted when learners are engaged in solving real-world pro"lems# ($) 1earning is promoted when e!isting knowledge is activated as a foundation for new knowledge# (,) 1earning is promoted when new knowledge is demonstrated to the learner# (5) 1earning is promoted when

new knowledge is applied "y the learner# (/) 1earning is promoted when new knowledge is integrated into the learner&s world# +or one or more of the events of instruction try to incorporate several strategies associated with $4st2entury technology and learning# 2onsider games and simulations metaverses social media and I-pad and Android apps# Include user interaction and consider the navigation included in your redesign#

Navigation: ButtonsUse conventional buttons linear sequencing. Content MenusUse content menus among instructional events for nonlinear sequencing. Next/LastUse next/last buttons within instructional events. Interaction: Media Control - audio, video, and animation. Response/Feed ac! learner res onse and feedbac!. "imulation or Micro#orldsimulation or microworlds. Inst$ %vents Controllearner interaction with instructional events.

*emem"er to "e creative# 6rovide a written description of your rationale)-ustification(from a theoretical or principle-"ased standpoint) of each of your revisions# (e detailed in your -ustification e!plicitly noting your applications of specific principles# In other words provide the theoretical "asis for the revision# ee %hart !elo& for things to a'oid.

Misuse: IrrelevantAvoid irrelevant multimedia. DistractingAvoid distracting multimedia. TextAvoid excessive text.

AnimationAvoid irrelevant animation. ColorAvoid irrelevant color. ReadAvoid reading online text.

c) De'elopment: 2reate)revise the content and learning materials "ased on the Design phase# 7ou should post screen shots of the before and after version# Insert arrows or some other indicator pointing to the modifications ad-acent to your rationale# 'he presentation of your redesign should demonstrate your

understanding of the principles in the module# Again refer to the ru"ric for the evalution criteria# d) $mplementation: 7ou are not re8uired to implement your learning materials# e) ('aluation: 'his phase consists of (4) formative and ($) summative evaluation# +or this task state any formative evaluation findings and how you would conduct a summative evaluation# You are not re uired to indicate !our findings regarding t"e effectiveness of t"e instruction of !our design/redesign. #eer Assess$ents begin on Apr. 29 and s"ould be co$pleted b! %a! & : I will send each of you the names of a"out / of your peers# 7ou will evaluate the 'ask according to the ru"ric included in my e-mail# 'ontact $e pronto if !ou "ave uestions ( kella")sc.rr.co$ or *+,(-22(./&#