Theory/Principle Mapping Summary Standards, Rationale, Task Description, Rubric

Rationale: I am a strong believer in the value of organizing concepts and the relationships among/between them to facilitate understanding of a conceptual system. The value of organizing concepts and the relationships among/between them to facilitate understanding of a conceptual system has been demonstrated by abundant research (e.g., Clark et al, 1969; Nesbit & Adesope, 2006; Novak, 1998; Robinsons & Kiewra, 1996). As such, here is a task which I hope helps you integrate what you have learned thus far regarding traditional learning theories and current research-based principles of multimedia learning. You should select a software that is visually appealing and that you already use or can adapt to quickly. Spiceynodes allows for information about the concept to be accessed when the concept is clicked on. Very easy to learn tool. Others are also available - e.g., google docs, prezi, weebley, bubbl.us, or other options you may know about. 1. Module 1: The 3 traditional theories: Behaviorism, 3 main features listed Cognitivism, 3 main features listed Constructivism, 3 main features listed Include Gagn, Bandura, all theorist mentioned in Module 1

2. From Module 2, include Motivation, Adult learning theory, Graphic/visual design

principles, Universal Design for Learning (UDL) tenets, and contemporary theories of multimedia learning in separate nodes, with 3 features listed. Also: Graphic/Visual design features, several main features listed, UDL, main features liste, Cognitive Load Theory (CLT), 2 main features listed, Cognitive Theory of Multimedia (CTML), Science of Instruction 25 principles, 6 advanced principles listed Remember relational nodes can include information about the nature of the relationship. Also, be creative with this assignment. Do not think that I have a preconceived notion of what your map will look like. There is not one right way and only one right way.

Rubric

EDET 709 Midterm Synthesis Mapping Summary Version based on total project points of 35 pts. Standard 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 9 points Substandard Skills Unacceptable Acceptable 6-7 Target 8-9 1-6 1.1.1 Analyzing Student Map does not Map includes Map exceeds 11.1.1.b Analyze constructs an include minimal number of minimal number instructional tasks, analysis of sufficient nodes nodes (50) and of nodes and content, and context. application of or does not sufficient explicit relational multimedia depict relational linkages. linkages. principles to relationships of instructional linkages for the content and analysis. context using a concept mapping software. Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. 26 points Substandard Skills Unacceptable Acceptable 14Target 18-20 1-13 17 2.0.4 Apply Student critically Map does not Map Map demonstrates appropriate learning and accurately depict critical demonstrates critical and and psychological analyzes analysis of critical analysis accurate analysis theories to the application of theoretical with few by demonstrating selection of theories to foundations inaccuracies. Map a deeply appropriate discrete tools. relative to includes minimal structured map. technological tools Team depicts the identified deep structure 3 Comprehensive and to analysis by products. Single layers. Nodes and use of nodes, the development of including a deep layer of relational linkages relational linkages, instructional and structure (e.g., analysis only are provided. definitions, and professional theoretical (nodes only). Definitions or urls to external products. structure) within external linkages sites. the concept map. to sites containing examples and/or non examples are not comprehensive. Substandard Skills Unacceptable Acceptable 3-5 Target 5-6 1-3 2.2.1 Apply principles Student produces Map is not Map is appealing Map is extremely of visual and media a professionally and appealing and literacy for the Graphicallypresented, Professionally professionally development and appealing, includes presented. Two or presented. production of professional mechanical less Creative instructional and concept errors. mechanical errors. use of graphics. professional map with no No materials and grammatical or errors. products. spelling errors.