DESIGNING YOUR MESSAGE

Guidelines for creating effective message delivery

Keep It Simple

• Our overriding design principle should ALWAYS be to keep the message delivery as simple as possible given the content we want to deliver. It is tempting given the array of options available to us to utilize all the “bells and whistles” but that will distract the learner from the content of our message.

Elements of the Message

• Our message consists of two basic elements• Physical Form-What will our message

look like?• Inductive Composition-What will our

message consist of that facilitates optimal learning?

Physical Form

•What will our message look like?• Text• Pictures•Rich Media

Text

• Use simple consistent fonts.• Changes in font can be distracting for the learner.• Limit changes in font size, capitalization, italics, and

boldface to areas of emphasis such as headings and important vocabulary.

Text

• Use consistent page layout so that learners “know where to look” for the necessary information.

• Use color sparingly and consistently to avoid distraction from the message.

Pictures

• Pictures increase message effectiveness because they give learners a context in which to process information.• Simple line drawings are more effective than 3-dimensional

pictures or photographs.

Pictures

• Cartoons or photographs added only for the purpose of creating interest to a presentation should be avoided as they significantly decrease learning.

Rich Media

• Audio significantly increases the effectiveness of message delivery. It allows the learner to utilize two separate processing functions of working memory.

Rich Media

• Animations are effective when teaching physical processes and are always preferred over videos because animations eliminate the extraneous visual noise that occurs in videos.

Rich Media

• Simple line drawings are more effective than animations except for messages that require the learner to perform a physical process.

Inductive Composition

• Our message design will focus on evidence based principles of instruction.

Verbal

• Our message should be delivered in short, simple sentences that use simple and consistent vocabulary.

Verbal

• The elaboration of key concepts should be focused on relating the new information to old information that learners already have in their long term memory. Avoid elaboration that introduces extraneous details that will overload the learners processing capabilities.

Verbal

• Information presented in visual format should be reinforced with auditory presentation whenever possible.

Tasks

• Learners should be given tasks that focus on generative learning. Research has shown this facilitates the transition of the message from working memory to long term memory.

Tasks

• Examples of generative tasks include:• Paraphrasing • Summarizing• Outlining• Creating Images• Creating Cognitive Maps• Questioning, Clarifying, and Predicting

References

• Anglin, G.J., Vaez, H. & Cunningham, K.L. Visual representations and learning: the role of static and animated graphics. In D. H. Jonnesen (Ed.) Handbook of Research on Educational Communications and Technology (2nd edition). Mahwah, N.J: Erlbaum.  ISBN 0 8058 4145 8. Retrieved August, 28, from http://www.aect.org/edtech/33.pdf

• Chapter 17 in Anglin’s BOOK 2nd EDITION: Message Design-Issues & Trends by Grabowski

• Hartley, J. (2004).  Designing instructional and informational text.  In D. H. Jonassen (Ed.) Handbook of Research in Educational Communications and Technology (2nd edition). Mahwah, N.J: Erlbaum.  ISBN 0 8058 4145 8. Retrieved August, 28, from http://www.aect.org/edtech/34.pdf

• Chapter 32 in Resier & Dempsey’s BOOK: Using Rich Media Wisely by Clark & Mayer.