Comprehensive Individualized Curriculum and Instructional Design

Triarchic Model of Cognitive Load (DeLeeuw & Mayer, 2008) Research-Based Instructional Design Principles (Mayer, 2009) Brief description of Mayer’s instructional design principles (Mayer, 2008; 2009) Limit Extraneous Processing Coherence Principle Instructional materials are enhanced when irrelevant or extraneous information is excluded Signaling Principle Learning is enhanced when explicit cues are provided that signal the beginning of major headings or elements of the material being covered Redundancy Principle Inclusion of extensive text (transcription) on screen along with spoken words and pictures hinders learning. Carefully selected words or short phrases, however, augment retention (Mayer & Johnson, 2008) Spatial Contiguity Principle On-screen text and pictures should be presented in close proximity to one another to limit eye shifting during instructional presentations Temporal Contiguity Principle Pictures and text shown on screen should correspond to the audio presentation Manage Essential Processing Modality Principle People learn better from spoken words and pictures than they do from pictures and text alone Segmenting Principle People learn better when multimedia presentations are divided into short bursts as opposed to longer modules Foster Generative Processing Multimedia Principle People learn better from pictures and spoken words than from words alone Personalization Principle Narration presented in a conversational style result in better engagement and learning than more formal audio presentations. Voice Principle People learn better when narration is clearly spoken with respect to rate and accent. Image Principle People learn better when images are non- abstract, and clearly represent the content being presented Figure 1. Mayer’s Design Principles as Aligned with the Triarchic Model of Cognitive Load. 120