Project Overview

• Primary Instructional Goal: Learners will be able to create visually appealing graphic designs.

• Learner Population: Adult learners who want to get better at graphic design but do not have any previous experience or formal training in the field

• Content: The graphic design principles of contrast, repetition, alignment, and proximity (based on Robin Williams's excellent The Non-Designer's Design Book)

• Instructional Model: Merrill's First Principles of Instruction

• Modality: Blended (eLearning w/ Instructor Interactions)

• Tools: Articulate Rise 360, Canva, Ideagram (AI Image Generator), Microsoft Designer (AI Image Generator), Eleven Labs (AI Voice Generator)

• Skills: Instructional Design, eLearning Development, Graphic Design, Writing 

According to the esteemed instructional designer Dr. M. David Merrill, the most common mistake in instructional design is tell-and-ask instruction: presenting learners with lots of information and then testing their memory with a knowledge check. As Merrill writes, "Information is not instruction. Instruction involves more than merely presenting information, even if the author adds a few remember questions to the information." 

With "The Fundamentals of Graphic Design," I challenged myself to create a blended course that goes beyond tell-and-ask instruction and instead incorporates all five of Merrill's First Principles of Instruction. Below are the First Principles and associated corollaries featured, brief descriptions of my design decisions, and, most importantly, the benefits these decisions bring to the learners.

Activation through Peer-Sharing

• Learning is promoted when learners activate a mental model of their prior knowledge and skill as a foundation for new skills.

Design Decision: I chose to introduce the course with a peer-sharing activity: Learners are grouped into teams of three on Canvas. Each member of the group is tasked with finding examples of graphic design and providing written feedback on their strengths and weaknesses. Additionally, they are asked to comment on the strengths and weaknesses of the examples shared by their group members.

Benefit to Learners: Peer-sharing is a form of peer interaction where learners share their relevant prior experiences related to the topic being taught. Merrill's Activation Principle states that learning is enhanced when learners activate their existing knowledge and skills, as this forms the foundation for building new knowledge and skills.

Peer-sharing is extremely valuable, especially early in the instructional process. For those sharing, it allows them to activate their prior knowledge. And for those listening, they gain new vicarious experiences that activate their own prior knowledge and mental models related to the topic.

Demonstration with Guidance 

• Learning is promoted when learners observe a demonstration of the knowledge and skill to be learned.

• Learning from demonstrations is enhanced when learners are guided to relate general information or an organizing structure to specific instances.

Design Decision: For each of the four graphic design principles covered in the course, I included the following instructional components: the name and definition of each principle in clear and accessible language, at least three examples and/or non-examples, guidance to highlight the distinguishing features of each example, and effective Multimedia Principles.

Benefit to Learners: Clear and direct language helps comprehension, aiding learners in understanding. This approach is complemented by course content that doesn't revolve around information but instead emphasizes examples, aligning with Merrill's Demonstration Principle. To promote effective learning, instructional content must offer more than the presentation of facts, figures, and formulas; it requires numerous examples illustrating the knowledge and skills that must be learned. As Merrill writes, "...we are all children when we encounter a new content area; we need to see what is being taught, not just told."

Attention-focusing guidance enhances the learning experience by highlighting important details in both examples and non-examples, which learners might otherwise overlook. This guidance is provided through audio narration. Research shows that people find it easier to learn when they can view visuals while listening to explanations, rather than viewing visuals and reading text simultaneously. It reduces cognitive overload and creates a more seamless and effective learning experience overall.

Problem-Centered with Progression

• Learning is promoted when learners acquire knowledge and skill in the context of real-world problems or tasks.

• Learning is promoted when learners engage in a problem-centered instructional strategy in which component skills are taught in the context of a simple-to-complex progression of whole real-world problems.

Design Decision: I structured the course around a series of real-world graphic design problems that gradually increase in complexity. Initially, learners tackle problems that focus on just one graphic design principle. As learners advance through the course, they solve problems that incorporate two principles, then three, and ultimately, all four principles.

Benefit to Learners: When learners are taught skills without context, they will often rely on rote memorization. Later, when faced with a complex problem requiring these skills, they may forget them or fail to recognize their relevance. At best, they'll understand individual skills in isolation but struggle to see how they fit into the bigger picture. However, when skills are taught just as they're needed to solve a complex problem, the value of each skill becomes immediately clear. This relevance boosts motivation to learn. And by applying each skill right away to the problem, learners develop a comprehensive understanding of the whole problem, rather than disconnected understandings of individual skills.

While teaching one complex problem can be effective, using a series of problems with increasing complexity is more beneficial. It allows learners to continually refine their understanding, so when they encounter a different or more complex problem from the same set, they're better equipped to solve it because they've already navigated through similar, less complex versions.

Application with Feedback and Coaching

• Learning is promoted when learners apply their newly acquired knowledge and skill.

• Learning from application is effective only when learners receive instrinsic or corrective feedback.

• Learning from application is enhanced when learners are coached and when this coaching is gradually withdrawn from each subsequent problem.

Design Decision: I included two different types of application opportunities required for learners to solve the problems featured in the course: (1) identifying examples and non-examples of each design principle, and (2) executing the step(s) needed for the effective use of each design principle by editing Canva templates. For each application opportunity, learners are given feedback that focuses their attention on the discriminating properties of each graphic design principle. Learners also receive coaching through checklists; this coaching is gradually withdrawn.

Benefit to Learners: The inclusion of two distinct application opportunities aligns with Merrill's Application Principle. Identifying examples and non-examples helps learners transfer their knowledge to new contexts, while editing Canva templates promotes skill development through the authentic application of graphic design principles. 

Feedback is essential for effective practice and application. Without feedback, performance improvement is minimal. But simple right-wrong feedback is inadequate for solving specific problems. The most effective feedback types are intrinsic feedback, which lets learners observe the consequences of their actions, and corrective feedback, which shows the correct way to perform an action. Feedback serves as post-application guidance. 

Coaching requires that the instruction (or instructor) performs some of the cognitive work for the learner, often through hints. Simple problems may need one hint, while complex problems might require multiple, progressively complete hints. Coaching helps learners to focus on relevant information, recall prior knowledge, and use a mental framework to solve problems. It's most effective early on, but as learners become more proficient, coaching should be gradually reduced to encourage independent problem-solving.

Integration with Reflection, Peer-Collaboration, & Peer-Critique

• Learning is promoted when learners reflect on, discuss, and defend their newly acquired knowledge and skill.

• Learning is promoted when learners integrate their new knowledge into their everyday lives by being required to reflect on, discuss, or defend their new knowledge or skill via peer-collaboration and peer-critique.

Design Decision: Towards the end of the course, I included opportunities for learners to reflect on their learning, collaborate with peers on application tasks, and critique each other's work. 

Benefit to Learners: The Integration Principle states that effective learning occurs when learners modify their existing mental models by incorporating new knowledge and skills. Reflection, discussion, and the ability to defend one's work facilitate this integration process, enhancing retention and future application of the learned concepts.

Reflection prompts learners to contemplate their learning, refine their mental models, and explore new applications for their knowledge and skills. This pushes learners to extend their understanding beyond immediate applications. In addition, effective instruction involves structured peer collaboration and peer critique activities, which prompts learners to compare and defend their mental models with those of their peers. If they find differences, they should carefully evaluate their own understanding. Learners may adjust their thinking to align with their classmates' perspectives or defend their own interpretations. These actions help them refine and improve their mental models of the subject they are studying.

Reflection

Working on this project was illuminating, offering valuable insights into both the design and development phases of instructional design.

While Rise 360's limited functionality initially seemed constraining, it ultimately fostered creativity, pushing me to find solutions within the platform's boundaries. Importantly, these limitations did not hinder the application of Merrill's First Principles, demonstrating that effective eLearning can be designed regardless of the authoring platform used.

This project has also exposed me to a wide array of AI-powered tools, which I believe will become increasingly important in instructional design. From AI-assisted content generation to advanced data analysis, these technologies hold immense potential. I look forward to exploring these AI-driven tools and integrating them into my instructional design workflow to further improve the eLearning I create.

But perhaps the most profound realization was the challenge of genuinely applying Merrill's First Principles of Instruction. As instructional designers, we often assume our work inherently embodies these principles. However, this project revealed that thoughtful, intentional application of First Principles can uncover gaps in our usual practices.

Overall, this project has enhanced my skills in designing principle-based instruction and deepened my appreciation for Merrill's contributions to the field. Moving forward, I'm better equipped to create effective, efficient, and engaging eLearning experiences, regardless of the tools or platforms at my disposal.