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Stickiness

Stickiness. Applying a Marketing Concept to the Use of Instructional Media for Learning. Joann Flick, MS Ed. Agency for Instructional Technology. Stickiness. Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…. Stickiness.

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Stickiness

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  1. Stickiness Applying a Marketing Concept to the Use of Instructional Media for Learning Joann Flick, MS Ed. Agency for Instructional Technology

  2. Stickiness Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…

  3. Stickiness Education - the lasting impact of an intervention or stimulus to advance deep learning. Lev Vygotsky - advance the zone of proximal development

  4. The Zone What Stephen Hawking knows What we know

  5. The Zone Concept + context = message Red + street sign Red + lollipop From: Faith Rogow, PhD. Insighters, Inc.

  6. Making Instruction Stick Objectives: • explain why teachers should use media • use a systematic process for incorporating media into instruction • cite specific examples of good visual design to support learning

  7. Making Instruction Stick Objectives: • evaluate media resources to support learning • Analyze how text interacts with images to create opportunities for learning • Discuss some of the language conventions of visual stimuli

  8. Robert Gagné Conditions of Learning - 9 Instructional Events: • Gaining attention

  9. Robert Gagné Conditions of Learning - 9 Instructional Events: • Informing learners of the objective

  10. Robert Gagné Conditions of Learning - 9 Instructional Events: • Stimulating recall of prior learning

  11. Robert Gagné Conditions of Learning - 9 Instructional Events: • Presenting the stimulus

  12. Robert Gagné Conditions of Learning - 9 Instructional Events: • Proving learning guidance

  13. Robert Gagné Conditions of Learning - 9 Instructional Events: • Eliciting performance

  14. Robert Gagné Conditions of Learning - 9 Instructional Events: • Providing feedback

  15. Robert Gagné Conditions of Learning - 9 Instructional Events: • Assessing performance

  16. Robert Gagné Conditions of Learning - 9 Instructional Events: • Enhancing retention and facilitating transfer

  17. Robert Gagné MEDIA: • The sound motion picture does not simply state a fact by oral speech: it also shows that fact, illustrates it, and within a few moments, puts it in a larger context of knowledge related to the fact. - Selecting Media or Instruction R. Reiser and R. Gagné - 1983

  18. brain research Text - neocortex Pictures - limbic CPB - January 2004 Television Goes to School: the Impact of Video on Student Learning in Formal Education.

  19. Visual Design RULES • access both sides of the brain • address visual learners • create visual impact • simplify/organize information

  20. Visual Design TEXT RULES • 6 lines of information per page • simple, easy-to-read fonts • font size readable at the back of the room • all material on screen at one time relates to each other • organizational groups: color/location

  21. Visual Design TEXT RULES • organize content according to hierarchical conventions • top and left are first • CAPS, large, or bold typeface most important • italics or underlines indicate emphasis

  22. . • 37% are auditory dominant • 3% kinesthetic dominant • 60% visually dominant • Based on research by Susan Montgomery, University of Michigan • sequencing instruction from simple to complex • accessing prior knowledge • Harvard U. EdwardGardiner: • multiple intelligences

  23. LEARNER TYPES U.S. Students McCormick, Susan. Syllabus, August 1999. • 37% are auditory dominant • 3% kinesthetic dominant • 60% visually dominant • Based on research by Susan Montgomery, University of Michigan

  24. LEARNER TYPES U.S. Students McCormick, Susan. Syllabus, August 1999* • 60% visually dominant • 37% are auditory dominant • 3% kinesthetic dominant *Based on research by Susan Montgomery, University of Michigan

  25. Learner types

  26. Learner types

  27. Photoshop vs. Illustrator Photoshop creates pixel-based images, as opposed to Illustrator which produces vector-based images.

  28. Photoshop vs. Illustrator

  29. Media = ultra context • affective stimulus • conventions & hierarchy • requires focus

  30. Selecting STICKY Media • No stereotypes • No dangerous behaviors modeled • Cultural content has its own voice • Appropriate diversity • Content is focused and storyline is not distracting

  31. The NTTI Model • Tell why you are using media & conduct a Pre-viewing activity • Provide a specific task for viewing • Keep the lights on &stay in the front of the room • Pause the media often for reflection, to process information, discuss details or check for comprehension • Conduct a related post-viewing activity

  32. STICKY • Acquire ONLY well-designed media • Utilize effecting instructional strategies • Support deep learning • Document results

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