Describe two tangible take-aways that you think you could apply in your work. In other words, what are two ways you believe you can apply ideas in this chapter to improve your teaching/instructional design work?
I found this chapter interesting on the studies conducted for what works better. Although it seems directed towards adults, I am curious if the same outcomes hold true for the younger generation? I often found myself thinking about PowerPoint while reading chapter 30. When adding to a lesson and giving prior knowledge PowerPoint can be a very powerful tool. When I am creating a powerpoint I will be conscious of the pieces that are overloading and stick with the important information. I was suprised to read, what the book refers to as seductive details, were not helpful to the learner. I thought about how I use "seductive detail" I use them to pull the listener in, I like to give those "wow" pieces into a lesson. I always felt that they made information stick with a person longer, but not according to Harp and Mayer (1997) who conducted a study that the seductive details suppressed learning dramatically.
I will also take away from this chapter the the effectiveness of having visuals with audio narration. This would be beneficial in science and social studies lessons, where difficult concepts and be further explained using visuals with audio.
Sharon Peterson edited Week 2 Wikis
16 years ago
5 comments:
The seductive details information surprised me too. I have been guilty of brining seductive details into lessons and I thought it was helpful. Go figure I was negatively impacting learning. I suppose information like this is why we take courses like this.
I too am going to try my best to add audio to as much of my online content as possible. I'm thinking that perhaps I can make the screencast right while I'm giving the lecture using Camtasia. This will allow me to make it available online for students absent.
I found a lot about this chapter surprising as well. I wonder if everything they said was true for K-12 students too.
I think that a balance of "wow" and important material is okay. I think it is important to get their attention so that they do pay attention to the important material. I just try to make my "wow" stuff meaningful to the lesson.
I always thought the "Wow" factor and "seductive detail" was a good thing. Like you said, looks it actually hurts the student, not helps. I guess it is kind of like KISS method: Keep it simple stupid. I mean, we gotta throw in one seductive detail from time to time just to keep the kids gears turning and imaginations running. I'm not an expert, just my feelings.
Hi Darcy!
I’ve found it hard not to add the “wow” seductive details to a lesson. They are usually things that you rationalize would “hook” a student into studying. When I can’t resist the urge to include a “wow”, I use it as my lead in. Get the students’ attention, relate the lesson/”wow” to what they know, then activate their prior knowledge. The key is to keep the lesson moving. Don’t let the “wow” be too seductive and sidetrack you from getting your lesson going… that is sometimes easier said than done.
Donna
Couldn't audio naration be "you" the teacher, giving seductive details to the pictures? Also, I am afraid that with out seductive details no students would ever pay attention... I think they just can't take over the lesson, but who am I to think, the other guys did studies! :) I think we have been in the same reading group everyweek. Its been fun.
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