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Mary Henry Lightfoot Instructional Design for Online Learning Capella University Graphics and Audio Media Tools May 8, 2

Mary Henry Lightfoot Instructional Design for Online Learning Capella University Graphics and Audio Media Tools May 8, 2011. Visual Metaphor. Transcript of Audio – Visual Metaphor.

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Mary Henry Lightfoot Instructional Design for Online Learning Capella University Graphics and Audio Media Tools May 8, 2

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  1. Mary Henry Lightfoot Instructional Design for Online Learning Capella University Graphics and Audio Media Tools May 8, 2011

  2. Visual Metaphor

  3. Transcript of Audio – Visual Metaphor My instructional strategy is to use a tutorial as part of instruction for a unit of interpreting philosophies. Interpreting philosophies is a topic within the course Introduction to Interpreting. This is an important foundational concept because it forms a basis for decision making with interpreting. The concept is under the intellectual skills domain (Gagne & Briggs, 1988). My visual metaphor is a composition based on the ripple of a rain drop. Just as a rain drop touches the water and causes a ripple effect, a tutorial touches a learner’s cognitive faculties and causes a ripple effect with the learning process. The tutorial will include components that are traditionally included with tutorials. As shown by the upper left picture, questions will be asked to activate a learner’s critical thinking skills; practice will take place at the individual model level as well as the comprehensive level. Learners must think, not just remember or recall, must be engaged with questions which use their cognitive skills, and should be scaffold to increasingly more complex material Fenrich, 2005).

  4. Transcript of Audio – Visual Metaphor This strategy has several components which are compatible with the intellectual skill domain. According to Fenrich (2005), “with tutorials, information or concepts are presented, questions are asked, responses are judged, and feedback is provided” (p. 80). This is again depicted by the upper left graphic. The learning outcomes of this lesson involve identifying, discriminating, and applying the philosophies. To achieve these outcomes, learners need to analyze “problems” and apply philosophies to solve “problems”. Tutorials have ability for these types of activities. This concept is demonstrated by the puzzle graphic in the lower right corner. Analyzing and applying problem solving often involves putting pieces of a puzzle together to gain clarity.

  5. Transcript of Audio – Visual Metaphor Fenrich (2005) states that the selection of media mix should be based on “what is being taught, how it is being taught, how it will be tested, and the previously specified target audience characteristics” (p. 98). Each media has strengths and weaknesses and should be appropriately paired with instructional strategy and audience needs. The interpreting philosophies unit will use text, visuals, video, and limited use of audio. This concept is shown by the graphic in the upper right corner. The audience for this presentation will be faculty responsible for department offerings. They will be content experts with limited to no experience teaching online. In addition, they have biases against teaching interpreting in distance formats. The use of text, aided by video, visuals, and limited audio will be used. Text as described by Fenrich (2005), can be used to effectively … teach most skills” (p. 99). In addition, working in a bilingual environment, video will have two functions: it will be used to enhance text messages, but will also have a language value, adding messages in sign language as well as written English. The use of American Sign Language within the tutorial is depicted with the alphabet “ASL” graphic.

  6. Transcript of Audio – Visual Metaphor Just as the picture of the learner in the center of the visual metaphor is surrounded by the four graphics representing questioning, multimedia, problem solving, and use of American Sign Language, the audience for this tutorial will experience the tutorial using this instructional design. The Tutorial will go through four levels using branching “to remediat[e] and enrich” (Fenrich, 2005, p.80). After an introduction, the first level will use branching to explore each of four philosophies. Within each philosophy, the next level takes learners through the historical significance and examples, current uses and examples, ending in practice. The next level discusses why these philosophies are important, shows the uses of the four philosophies in action, then allows learners to practice with discrimination and application of the four models, and ends with a review of important points and summative evaluation. I hope you enjoy looking at this tutorial.

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