Samanta Staton
Instructional Design and Technology Portfolio
Full Sail University
Digital Media and Learning Applications
6.4.4 Project: Create a Design Proposal for the Osceola County Welcome Center and History Museum
As a culminating project we selected an existing exhibit from Osceola County Welcome Center and History Museum and re-envisioned an update using new media technology. My design proposal centered around Raising Cane exhibit.
Good afternoon, Osceola County Museum’s stakeholders, my name is Samanta Staton, and I am an instructional designer. I am here to discuss how you all can present your several incredible static displays, which are currently displayed on a placard or poster full of print, talking about each exhibit, into a multi-modality and multi-platform delivery for the exhibits shown. The display that I will be focusing on will be the Raising Cane exhibit. The first thing I will change in this display will be translating written narrative into audio and imagery, making it more personalized. Secondly, I will focus on creating a self-guided tour without budget constraints and budget constraint.
We live in a world where people are from all over the world and speak various languages. Unfortunately, if they are not English speakers, information is usually not translated successfully for non-English speakers to effectively receive and apply the information. Klaus (2018) asserts that we can engage learners and help with retention by using audio aids in the environment as there are some things that audio can convey that does not come across merely through text. Stakeholders, I can help you bridge the gap between your English and Spanish speakers. Everyone will be provided the same opportunity to learn about the history of how the sugarcane plantation started. For us to get this done, I will develop QR technology (Code) in which your visitors can scan the QR code and select which language they would like the information displayed. Sprague (2010) mentions QR technology provides cell phone users the ability to scan paper-based content using the cell phone's camera to decode information… Once the QR code has been scanned and decoded, the user has access via their cell phone to the information. Stakeholders, once your visitors scan the QR code, they will choose which language they would like the information displayed to them in words, audio, and images. In developing the Cognitive Theory of Multimedia Learning, Mayer discovered that "people learn more deeply from words and pictures than from words alone" (Mayer, 2005).
Most importantly, it is crucial to make this experience personalized to your visitors. As noted by Deason (2020), think about "things like humor, sarcasm, drama, and emotion" as you create or implement audio narration. Keep in mind your tone is one of the best methods to relay information. As noted, Carter (2012) stated, "when you're thinking about selecting audio for instruction, consider the narrative format."
Let's imagine if budget is not a constraint for you all. As an instructional designer, I will create an interactive multimedia-based-learning self-guided environmental tour for your visitors to become more engaged with the exhibits. When we create a learner-centered environment, we help the visitors learn by constructing knowledge through highly interactive tasks (Zhang, 2005). As technology advances, we have many technological devices and resources at our figure tips that make learning more engaging for your visitors since people are no longer passive learners (Siegel, 2020). Stakeholders, we must keep our visitors actively engaged throughout the tour; the more they are engaged, the more visitors will want to come to visit your museum through word of mouth. Visitors will have the opportunity to go back in time virtually using oracle, where they can interact with each exhibit's history. Visitors can drain the swap where the sugar canes were planted, shop in the company store using the company coins, and so much more. Holographic imagery of artifacts will be displayed throughout the museum as visitors transition from one exhibit to the next.
Most importantly, we have to make sure not to overwhelm our visitors with too much stimulus can cause cognitive overload; each learning center will be no more than six minutes interactive. Six minutes max is how long a video should be presented to our learners to keep them engaged (Brame, 2016). Video and gaming will be implemented within each exhibit for visitors to personalize their learning through pace, language, interactive gaming of various exhibits feature, and music. As instructional designers, I have to keep in mind the three elements tool to enhance the effective use of video. Brame (2016) identifies those elements as "Manage cognitive load of the video, maximize student engagement, and promote active learning from the video."
Let's imagine that money is a constraint, and you all have a limited budget. As an instructional designer, I will create an interactive media self-guided environmental tour for your visitors to become more engaged with the exhibits, with minimal changes to the current display. Technology is all around us; many people have cellphones and tablets with them that they can use to access information quickly. I will create an interactive video that your visitors will navigate from their devices when they scan the QR code and explore the museum's various exhibits. Visitors will be able to personalize the experience by selecting what language they want to hear the information and explore what they want to see first. I will keep in mind not to cognitively overload your visitors. Suppose my videos have too much information and overload the learner's working memory when they are processing that information. In that case, they will fail to convert that information into long-term memories (Kirschner, 2002).
People are exposed to more technology than ever before; creating or presenting an excellent instructional, compelling video with no cognitive overload, and is short is beneficial to increase learners' engagement and improve learners' performance (Wyly, 2020). Interactive video will be engaging for all visitors to experience something beyond what the museum is currently offering. For example, visitors will be able to see how the swaps were drained; they will plant sugar canes in the ground. Visitors will hear someone talking to them about the artifacts throughout the museum as they click on an image. Dr. Wyly (2019) asserts that creating an excellent instructional video increases people's engagement and learning as it helps people to "see, hear, and do" by bringing abstract content to life (Brame, 2016).
References:
Brame, C. (2016). Effective educational videos: Principles and guidelines for maximizing
Carter, C. (2012). Instructional audio guidelines: Four design principles to consider for every instructional audio design effort. Tech Trends: Linking research & practice to improve learning, 56(6), 54-58. https://doi-org.oclc.fullsail.edu/10.1007/s11528-012-0615-z
Deason, C. (2020). Audio lecture. FSO.
Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1). 1-10.
Klaus, J. (2018). What are the advantages of audio teaching aids?. Classroom Synonym. https://classroom.synonym.com/teaching-aids-important-6365616.html
Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41, 31-48.
Siegel, D. (n.d.) Dr. Siegel on Interactive media [Video file]. FSO. https://online.fullsail.edu/class_sections/113651/modules/303006/activities/1825809
Sprague, A. T. A. M., & Sprague, M. (2010, September 13). QR Codes: Are you ready for paper-based hyperlinks?https://searchengineland.com/qr-codes-are-you-ready-for-paper-based-hyperlinks-49684
Wyly, S. (2020). Video Lecture Script. FSO.
Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, (19)3, 162.https://doi.org/10.1207/s15389286ajde1903_3
