Critique #3 - Spanishlistening.org
SpanishListening.org is a web based product produced for language learners. The purpose of the website is to help Spanish learners improve their listening comprehension skills. In a language classroom one of the most difficult tasks is finding authentic and relevant listening activities appropriate for various levels of language learning. The website provides the learner with over three hundred videos to choose from in order to improve their listening comprehension skills. From the homepage the learner can select an appropriate level and topic to listen to. The topics are presented in the form of a question and in each video the native speaker answers the question presented. Once the learner makes their selection they are directed to a web page that presents them with a video, a transcript of the video, useful vocabulary and a short assessment. Below is a link to the homepage and the video that will be referenced throughout the rest of this paper.
Some of the principles used on the website that support instructional design ideas are the segmenting principle, pre-training principle, self-pacing principle, and the dual-coding principle. The segmenting principle encourages designers to divide the content into smaller chunks thus allowing the learner to focus on a specific aspect of the content (van Merrienboer and Kester, 2014, p.129). Although the website contains over three hundred videos the learner has the ability to choose the level and topic to listen to. Each segment is less than one minute which allows the learner to focus on one specific topic, at an appropriate level, at one time. In addition, the learner has the ability to pause and repeat information whenever they choose. This provides the learning with control over the pace of their learning. According to Sheiter (2014) “granting learners control over their instruction by allowing them to pace, sequence, and select information aids learning…” (p. 489). The learner control principle also states that learners should possess high levels of prior knowledge. The website provides learners with an opportunity to access essential vocabulary prior to listening to the video. If the learner chooses to access this information they will increase their opportunity for success. This principle is referred to as the pre-training principle. Mayer and Pilegard (2014) suggest that a way to reduce essential overload “is to equip the learner with knowledge that will make it easier to process a narrated animation” (p. 322). They go on to add that “to overcome this overload problem, we can provide pre-training to the learners concerning the names and characteristics of each component” (p. 322). The website provides the learner with translations for key terms prior to listening to the video which if accessed will increase the learner’s chance for success.
However, the website also violates numerous design principles and ideas. In terms of processing information the brain has a limited capacity to store information. There are three demands on cognitive processing during multimedia learning. These demands include; extraneous processing, essential processing, and generative processing (Mayer, 2014, p.59). The instructional purpose of the website is to increase a learner’s listening comprehension skills. Unfortunately, by including a transcript of the text the designer placed an extraneous processing demand on the learner. According to Mayer (2014), “extraneous processing refers to cognitive processing that does not support the instructional goal and is caused by poor instructional design” (p. 59).
In addition, the website violates numerous design principles. These principles include the feedback principle, split-attention effect and redundancy principle. The feedback principle proposes that “novice students learn better from explanatory feedback than with corrective feedback alone” (Johnson, 2014, p. 450). After listening to the video learners are provided the opportunity to complete a short activity to check the understanding. The activity then provides the learner with feedback but only in the format of corrective feedback. The website indicates the errors the learner made and provides the correct response but fails to explain why their choice was incorrect in the first place. Furthermore, Ayers (2014) proposes that the split attention effect “occurs when learners have to split their attention between and mentally integrate several sources” of information (p. 206). At first glance of the website the learner has to decide whether to listen to the video, preview the vocabulary, complete the activity, or read the transcript. All of these choices distract the listener from the primary goal of improving their listening comprehension skills. Finally, the website violates the redundancy principle. According to Kalyuga (2014) the redundancy principle occurs when the learner is presented with redundant information (p. 247). This redundant information may lead to cognitive overload which makes it difficult for the learner to process essential information. Due to the design of the website the learner is forced to choose which element to focus on. The written transcript distracts the learner from their main goal, to listen to the video and improve their listening comprehension skills. Diao and Sweller (2007) propose “that for beginning foreign language learners, the listening rate may lag behind the reading rate, resulting in poor audio-visual correspondence” (p. 256). Renkl (2014) also describes this as “gaming the system” in which the learner finds a way to successfully complete the activity but fails to engage in meaningful learning (p. 400).
If asked to re-design this product I would focus on reducing cognitive load. Since working memory has a limited capacity to store and process information, it should be the goal of an instructional designer to reduce the cognitive load. In order to do this I would redesign the layout and sequencing of information. The first thing I would do is make a separate webpage for each element. The first page would be the essential vocabulary, the second page the video, the third page the assessment, the fourth page the transcript, and the final page would allow the learner to access all of the information on one screen. By simply separating the elements I have reduced cognitive load and helped the learner focus on one element at a time which will reduce the need for the learner to split their attention between multiple pieces of information (Ayers and Sweller, 2014, p. 206). On the last page, learners will be able to choose which elements they would like to see at one time. I chose to provide learners with this option because some may find it beneficial to read the text and listen to the audio at the same time. By providing students with the text and video I will also support the ideas of the spatial contiguity principle. Mayer (2001) proposed that, “students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen” (p. 81).
Mayers and Pliegard (2014) studied the pre-training principle and concluded that, “people learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (p. 331). To ensure learners are familiar with essential vocabulary I would require they review and interact with essential vocabulary prior to watching the video. In order to ensure learners master the new vocabulary they would be directed to a webpage that introduced essential vocabulary after they selected their video. The learner would be able to see the word, its translation and listen to the word pronounced by the native speaker. The learner would also be provided control to repeat and review these concepts as many times as they deemed necessary. Finally, before advancing to the next page learners would be required to complete a short assessment. The assessment would provide the learner with explanatory feedback before beginning the listening activity. Johnson and Preist (2014) suggest that providing explanatory feedback helps reduce extraneous processing and helps the learner select the correct information (p. 415).
Spansishlistening.org is the only website I am aware of that provides learners the opportunity to listen to authentic, level appropriate speaking for free. Unfortunately, in my opinion, it violates too many design principles to be considered a good instructional design. The website does provide learners with the opportunity to review essential terms before listening to the video as well as control the pace of the video but it provides too much information on one screen which may lead to cognitive overload. As mentioned previously working memory has a limited capacity to process and store information. In order for information to be retained it must be processed in working memory before passing to long term memory. The website violates this very basic principle which I believe is the main reason it is a poor design. In addition, the website allows too many opportunities for the learner to game the system. Learners are able to successfully complete the assessments without meaningful learning occurring. Again, if the main intent is for leaners to improve their listening comprehension skills then Spanishlistening.org has not been designed to achieve that goal.
References
Ayres, P & Sweller, J. (2014) The split-attention principle in multimedia Learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 206-226). New York: Cambridge.
Diao,Y., & Sweller, J. (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and Instruction, 17, 78-88.
Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.) (pp. 153-184).Boston, MA: Allyn and Bacon.
Johnson, C. & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 449-463). New York: Cambridge.
Kalyuga, S. & Sweller, J. (2014) The redundancy principle in multimedia learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 247-262). New York: Cambridge.
Mayer, R. E. (2014) Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 43-71). New York: Cambridge.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
Mayer, R.E. & Pilegard C. (2014) Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.
Renkl, A. (2014). The worked examples principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 391-412). New York: Cambridge.
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 487-512). New York: Cambridge.
- Homepage: http://www.spanishlistening.org/
- Video #88: http://www.spanishlistening.org/content/088-sorie-honduras-family.html
Some of the principles used on the website that support instructional design ideas are the segmenting principle, pre-training principle, self-pacing principle, and the dual-coding principle. The segmenting principle encourages designers to divide the content into smaller chunks thus allowing the learner to focus on a specific aspect of the content (van Merrienboer and Kester, 2014, p.129). Although the website contains over three hundred videos the learner has the ability to choose the level and topic to listen to. Each segment is less than one minute which allows the learner to focus on one specific topic, at an appropriate level, at one time. In addition, the learner has the ability to pause and repeat information whenever they choose. This provides the learning with control over the pace of their learning. According to Sheiter (2014) “granting learners control over their instruction by allowing them to pace, sequence, and select information aids learning…” (p. 489). The learner control principle also states that learners should possess high levels of prior knowledge. The website provides learners with an opportunity to access essential vocabulary prior to listening to the video. If the learner chooses to access this information they will increase their opportunity for success. This principle is referred to as the pre-training principle. Mayer and Pilegard (2014) suggest that a way to reduce essential overload “is to equip the learner with knowledge that will make it easier to process a narrated animation” (p. 322). They go on to add that “to overcome this overload problem, we can provide pre-training to the learners concerning the names and characteristics of each component” (p. 322). The website provides the learner with translations for key terms prior to listening to the video which if accessed will increase the learner’s chance for success.
However, the website also violates numerous design principles and ideas. In terms of processing information the brain has a limited capacity to store information. There are three demands on cognitive processing during multimedia learning. These demands include; extraneous processing, essential processing, and generative processing (Mayer, 2014, p.59). The instructional purpose of the website is to increase a learner’s listening comprehension skills. Unfortunately, by including a transcript of the text the designer placed an extraneous processing demand on the learner. According to Mayer (2014), “extraneous processing refers to cognitive processing that does not support the instructional goal and is caused by poor instructional design” (p. 59).
In addition, the website violates numerous design principles. These principles include the feedback principle, split-attention effect and redundancy principle. The feedback principle proposes that “novice students learn better from explanatory feedback than with corrective feedback alone” (Johnson, 2014, p. 450). After listening to the video learners are provided the opportunity to complete a short activity to check the understanding. The activity then provides the learner with feedback but only in the format of corrective feedback. The website indicates the errors the learner made and provides the correct response but fails to explain why their choice was incorrect in the first place. Furthermore, Ayers (2014) proposes that the split attention effect “occurs when learners have to split their attention between and mentally integrate several sources” of information (p. 206). At first glance of the website the learner has to decide whether to listen to the video, preview the vocabulary, complete the activity, or read the transcript. All of these choices distract the listener from the primary goal of improving their listening comprehension skills. Finally, the website violates the redundancy principle. According to Kalyuga (2014) the redundancy principle occurs when the learner is presented with redundant information (p. 247). This redundant information may lead to cognitive overload which makes it difficult for the learner to process essential information. Due to the design of the website the learner is forced to choose which element to focus on. The written transcript distracts the learner from their main goal, to listen to the video and improve their listening comprehension skills. Diao and Sweller (2007) propose “that for beginning foreign language learners, the listening rate may lag behind the reading rate, resulting in poor audio-visual correspondence” (p. 256). Renkl (2014) also describes this as “gaming the system” in which the learner finds a way to successfully complete the activity but fails to engage in meaningful learning (p. 400).
If asked to re-design this product I would focus on reducing cognitive load. Since working memory has a limited capacity to store and process information, it should be the goal of an instructional designer to reduce the cognitive load. In order to do this I would redesign the layout and sequencing of information. The first thing I would do is make a separate webpage for each element. The first page would be the essential vocabulary, the second page the video, the third page the assessment, the fourth page the transcript, and the final page would allow the learner to access all of the information on one screen. By simply separating the elements I have reduced cognitive load and helped the learner focus on one element at a time which will reduce the need for the learner to split their attention between multiple pieces of information (Ayers and Sweller, 2014, p. 206). On the last page, learners will be able to choose which elements they would like to see at one time. I chose to provide learners with this option because some may find it beneficial to read the text and listen to the audio at the same time. By providing students with the text and video I will also support the ideas of the spatial contiguity principle. Mayer (2001) proposed that, “students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen” (p. 81).
Mayers and Pliegard (2014) studied the pre-training principle and concluded that, “people learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (p. 331). To ensure learners are familiar with essential vocabulary I would require they review and interact with essential vocabulary prior to watching the video. In order to ensure learners master the new vocabulary they would be directed to a webpage that introduced essential vocabulary after they selected their video. The learner would be able to see the word, its translation and listen to the word pronounced by the native speaker. The learner would also be provided control to repeat and review these concepts as many times as they deemed necessary. Finally, before advancing to the next page learners would be required to complete a short assessment. The assessment would provide the learner with explanatory feedback before beginning the listening activity. Johnson and Preist (2014) suggest that providing explanatory feedback helps reduce extraneous processing and helps the learner select the correct information (p. 415).
Spansishlistening.org is the only website I am aware of that provides learners the opportunity to listen to authentic, level appropriate speaking for free. Unfortunately, in my opinion, it violates too many design principles to be considered a good instructional design. The website does provide learners with the opportunity to review essential terms before listening to the video as well as control the pace of the video but it provides too much information on one screen which may lead to cognitive overload. As mentioned previously working memory has a limited capacity to process and store information. In order for information to be retained it must be processed in working memory before passing to long term memory. The website violates this very basic principle which I believe is the main reason it is a poor design. In addition, the website allows too many opportunities for the learner to game the system. Learners are able to successfully complete the assessments without meaningful learning occurring. Again, if the main intent is for leaners to improve their listening comprehension skills then Spanishlistening.org has not been designed to achieve that goal.
References
Ayres, P & Sweller, J. (2014) The split-attention principle in multimedia Learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 206-226). New York: Cambridge.
Diao,Y., & Sweller, J. (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and Instruction, 17, 78-88.
Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.) (pp. 153-184).Boston, MA: Allyn and Bacon.
Johnson, C. & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 449-463). New York: Cambridge.
Kalyuga, S. & Sweller, J. (2014) The redundancy principle in multimedia learning. In R. E. Mayer (Ed.),The Cambridge Handbook of Multimedia Learning. (pp. 247-262). New York: Cambridge.
Mayer, R. E. (2014) Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 43-71). New York: Cambridge.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
Mayer, R.E. & Pilegard C. (2014) Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.
Renkl, A. (2014). The worked examples principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 391-412). New York: Cambridge.
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 487-512). New York: Cambridge.
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