End of Class Reflection
Blanca E. Pena
EDTC 6323 Multimedia/Hypermedia
Emily Moore - Spring 2012
END OF CLASS REFLECTION – PSH Campus Website E-Learning Course
Below are the design principles that I applied to my learning object and a brief description on how I used them on my projects throughout this course.
Coherence Principle “People learn better when extraneous material is excluded rather than included.” (Mayer, 2009, page 89) I applied this principle to all of the training videos in part 2, the learning objective. I removed the introduction background music in the start of the training videos.
When first designing the videos, I thought it sounded nice that it had a “catchy” tune in the beginning, but as I replay the videos to check for errors, the music got pretty annoying, pretty fast. So I went back and removed it. I only left the introduction video with background music and I shorten the play time to a few seconds.
Signaling Principle “People learn better when cues that highlight the organization of the essential material are added.” (Mayer, 2009, page 108) I applied this principle to several of my projects and labs, to help draw attention to important data being presented. In project 2, the learning objective, the feedback that I received from the learners, were mostly about how they liked the callouts, the arrows, the zooming in and out to show key elements in the training. They found that these tools helped them in the learning process because they were bolded and red and drew attention to the video when needed.
Redundancy Principle “People learn better from graphics and narration than from graphics, narration, and printed text.” (Mayer, 2009, page 118) I applied this principle in most of my projects, but again, I especially made use of it in project 2, the learning objective by keeping the training videos below 2 minutes. The narration is clear and the video do not repeat words or have unnecessary screen text already mentioned on the narration.
Spatial Contiguity Principle “Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. (Mayer, 2009, page 135) I applied this principle in project 2, the learning objective by creating a simple and clean learning environment in the form of a website. The navigation links takes the learning directly where it should without question or confusion. The pictures used are relevant to the text to assure the learner they are on the correct webpage. Example: email picture to send an email; technology support picture to send a message to the technology team, etc.

End of Class Reflection
Blanca E. Pena
EDTC 6323 Multimedia/Hypermedia
Emily Moore - Spring 2012
Temporal Contiguity Principle “Students learn better when corresponding words and pictures are presented simultaneously rather than successively. (Mayer, 2009, page 153) I applied this principle to just about all of my projects. In all of the training videos for project 2, the learning objective, I recorded corresponding narration to screen shot images captured for each particular training module.
When presented together, the outcome help the learners make the connection between the two.
Segmenting Principle “People learn better when a multimedia message is presented in user-paced segments rather than a continuous unit. (Mayer, 2009, page 176) I applied this principle to project 2, the learning objective by keeping the training videos short and simple. Because this is a training module for teachers, they do not have a lot of time to dedicate to watching training videos. So by keeping them short and to the point, the learners are happy to view and learn something new in a short period.
Modality Principle “People learn more deeply from pictures and spoken words than from pictures and printed words.” (Mayer, 2009, page 200) I applied this principle to a few of my projects. In project 2, the learning objective, I narrated all the videos using a calm friendly tone while capturing illustration that would support the learning messages. During the first recording attempts, I found myself pausing and letting the video run while I typed and pointed to certain areas that I was recording. I had to go back and trim the narration to fit the video screen shots and get to the point. I received positive feedback regarding my voice and tone for my summative evaluation from the learners.
Multimedia Principle “People learn better from words and pictures than from words alone.” (Mayer,
2009, page 223) I applied this principle to lab 3 the “demonstration of multimedia of choice” how to use PREZI. I created a step by step instruction video to cover each learning objective for this training. I used the software “Camtasia” to record and narrate each step. I used the “snag it tool” to capture images of the software I was using to import into my training videos to help make the connection between the image and voice narration. I also used callouts, arrows and color boxes to help draw the attention to certain areas of the video.
Personalization, Voice, and Image Principles “People learn better from multimedia presentations when words are in conversational style rather than formal style.” (Mayer, 2009, page 242) I applied these principles to all my projects. In the training videos, I used “you” and “your” to make the learner feel like I am talking directly to them and no one else. I used my own voice for narration in all

End of Class Reflection
Blanca E. Pena
EDTC 6323 Multimedia/Hypermedia
Emily Moore - Spring 2012 the videos and added a small avatar image to the comprehension assessment section to enhance the personalization of conversation with the learner.
This class has been an eye opener for me in regards to multimedia/hypermedia designing and learning. Before this class I thought I had a pretty good understanding of what it took to create an educational training module by simply using PowerPoint. But after spending many hours trouble shooting multimedia software to complete my projects, I have grown to enjoy the actual process involve in the creation of an educational module. I have to say that this was indeed a tough course, but with the help and feedback from Ms. Moore and my classmates, I feel confident that my hard work and dedication to all my projects will pay off in the end.
Thank you
Blanca E. Pena
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