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Yesterday afternoon at UoP I attended a neurodiversity workshop by Amanda Kirby. It was a two-hour presentation offering insightful information regarding neurodiversity and education. Amanda discussed some valuable resources that we can access to support us when teaching neurodivergent students- including the Universal Design for Learning Guidelines (which I read for my Academic and Professional Development reflections). Below are the notes I took, the literature Amanda mentioned and some slides from the presentation. Resources to explore: https://doitprofiler.com/education/universities/ https://udlguidelines.cast.org/
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“Objects and artefacts which invite tactile play and playful connections in any subject offer not only vivid and memorable learning experiences but many ‘provocative pedagogical possibilities” (Ed. James, 2019) I gave an artists talk to the MA Illustration students at UoP. In the lecture I was showing them some of my artists books. Good reception to handling the actual physical books!  I am key artist-educator with a project called Stories in Transit (directed by Dame Marina Warner), which works in Sicily with migrants to support them in integrating in the local area through creative activities. Of Stories in Transit Marina Warner writes ‘‘In times of great physical deprivation, the argument needs to be made for the right of access to a life of the mind and creative potential.’’ More about this project on my website: www.leeshearman.com/storiesintransit  Useful guide for improving my presentations / Richard E. Mayer PPT Principles of Learning 1 FCLD / 12 Principles of Multimedia Learning
If you are designing a PowerPoint presentation, developing an online course or preparing to flip your classroom, you may need to reconsider how you will get students to engage with the material without the traditional face-to-face interaction. In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations: 1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included. 2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added. 3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text. 4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. 5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively. 6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit. 7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. 8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text. 9. Multimedia Principle – People learn better from words and pictures than from words alone. 10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style. 11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. 12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen. From: Stephen Brookfield & Mary Hess Creating an Anti-Racist White Identity |
Author: Lee ShearmanA blog of reflections for PgCert, relevant research, literature to support my e-folio and beyond Archives
March 2023
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