https://padlet.com/abbenn12/27tg5z4y7o894dk5 Interests and Education Technology en-us 2021-10-28 22:29:51 UTC 2026-02-21 15:39:40 UTC hello@padlet.com abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854829028 Workers divide up time for priorities in training (Alarcon, 2011). Teachers have a limited amount of resources (time, attention, etc. including for professional development training (Bettini et al., 2017). Workers are more likely to respond to training when task demand is lowered (Demerouti, Bakker, & Halbesleben, 2015). This is ultimately a problem of practice our lab is tackling in the design of instructional materials for teachers since resources that are overly long may not be voluntarily consumed by teachers. We want to make our training convenient so that teachers will choose to use our resources. Photo credit: teacher.org. No infringement intended.]]> 2021-10-29 22:06:41 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854829028 abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854841123 It was observed that reducing extraneous load seemed to be a strategy for managing conservation of resources. Extraneous load is when the demand on the learner exceeds their capacity within the moment (Mayer& Moreno, 2003).  Extraneous load can be reduced through replacing text with video when possible (Hunsaker & West, 2020), reducing non-interacting connections (Sweller, 2010), and aligning words and images while being concise (Mayer & Moreno, 2003, Mayer, 2009). We theorize that less extraneous load reduces the time and cognitive energy resources teachers need to expend on training so it is a way to help teachers conserve resources. Photo credit: PNG Images (n.d). ]]> 2021-10-29 22:22:36 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854841123 abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854873022 My interest in multimedia started with trying to find ways to condense complex information about Universal Design for Learning and computer science. Videos seemed to be useful for this purpose. It is important to consider the instructional elements at play in multimedia (Kozma, 1991; Hastings & Tracey, 2005). As mentioned, multimedia can be used to reduce cognitive load (Mayer, 2009). Time can be an important resource, so the temporal effect would suggest that pictures and words should be presented near each other (Meyer, 2009). Integration of multimedia can provide support for teachers through offering support, coaching, and concept integration in a time effective manner (Kennedy, Rogers, Romig, Lloyd, & Brownell, 2017). Image: Zastavi.com, (2010). No infringement intended.]]> 2021-10-29 23:05:22 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854873022 abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854889126 Microlearning revolves around less formal learning aspects such as YouTube videos. They can be applied to a variety of contexts and tend to be relatively low cost. These resources also tend to be shorter and focused so they attend to conserving time and reduce extraneous load (Boileau, 2017). The videos we are making are an example of informal micro learning.]]> 2021-10-29 23:28:24 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854889126 abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854896335 Being able to chunk information, manipulate words and images, and privilege audiovisual information are cognitive strategies that can be effective ways to support cognition (Winn, 2003). These strategies suggest multimedia instruction is an effective way of designing for cognitive learning. These strategies also support extraneous load as they reduce the load the learner is being asked to take in at a given moment. ]]> 2021-10-29 23:39:00 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854896335 abbenn12 https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854910420 Our lab does work in Universal Design for Learning and on equity issues. Universal Design for Learning is an evidence-informed framework for supporting a variety of learners, which concentrates on removing barriers and building skills as expert learners who are knowledgable about the material, support their learning, generate ideas, and apply concepts (Rose & Meyer, 2002). It is important to examine for cultural or other barriers that may exclude participation especially when designing instruction and educational technologies (Benson, 2018). Universal Design for Learning and Benson's Culture, Learning and Technology (CLT) typology allow teachers to drive equitable instruction. Besides demonstrating concepts related to UDL and CLT related to students, we should also look at teachers' barriers, which may include time, energy resources, etc.]]> 2021-10-29 23:59:35 UTC https://padlet.com/abbenn12/27tg5z4y7o894dk5/wish/1854910420