Challenges of Redesign

                 A primary focus in redesigning the PowerPoint presentation focuses on ensuring that all extraneous visuals are deleted, and only visuals necessary to the overall message remains within the slides of the presentation. Extraneous processing can result from poor instructional design and can cause a learner to process unnecessary material limiting the cognitive ability to process relevant knowledge. Extraneous processing does not support the instructional objective and can be a deterrent from the learner’s ability to comprehend necessary material (Clark & Mayer, 2011). Including random texts and graphics place additional strain upon cognitive functioning, leaving little space for knowledge relating to the learning objective. Therefore, it is critical that the information is shared in a clear and concise manner to optimize the learning capability. Another principle applied in the redesigning of the presentation and in reducing extraneous processing is the Contiguity Principle. The Contiguity Principle highlights the placement of text and graphics as well as graphics and narration. By placing text and graphics in alignment, learners gain the ability to formulate a connection of significance and allows the information to be put in their working memories; thus resulting in a powerful learning experience (Clark & Mayer, 2011). Following this principle and including relevant text next to corresponding graphics aids in the curtailment of extraneous processing.

The Multimedia Principle states that people learn better with the use of text and graphics, rather than text alone. From this principle, I moved text from more lengthy slides into speaker notes to include both text and graphics on the slide for learning purpose. For the learner to grasp the concept, per Modality Principle, a short YouTube video is added at the start of the presentation. This will be beneficial for auditory learners, gain the audience’s attention from the start of the presentation, and then reinforced throughout the presentation (Clark & Mayer, 2011).

Conclusion

              There are several elements to consider when utilizing technology to support learning and leadership, especially in times of implementing change. The manner in which technology is harnessed for the means of collaboration and communication can be detrimental to the successful of the outcome. Yet again, the redesign exercise proves to be formidable evidence of the abilities gained and sharpened throughout this educational journey.

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References

 

Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San Francisco. Pfeiffer.

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Marino, J. J. (2007). A new paradigm for organizational change: Involving customers and stakeholders in the improvement process. The Journal for Quality and Participation, 30(1), 10-12. Retrieved from http://search.proquest.com/docview/219149715?accountid=32521

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Pellettiere, V. (2006). Organization self-assessment to determine the readiness and risk for a planned change. Organization Development Journal, 24(4), 38-43. Retrieved from http://search.proquest.com/docview/197977810?accountid=32521

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Smollan, R. K. (2011). The multi-dimensional nature of resistance to change. Journal of Management and Organization, 17(6), 828-849. Retrieved from http://search.proquest.com/docview/1022274260?accountid=32521

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Spiro, J. (2011). Leading change step-by-step: Tactics, tools, and tales. San Francisco, CA: Jossey-Bass.

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Stroh, U., & Jaatinen, M. (2001). New approaches to communication management for transformation and change in organizations. Journal of Communication Management, 6(2), 148-165. Retrieved from http://search.proquest.com/docview/232919543?accountid=32521