Communication

Communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade

Melanoma presentation PowerPoint Presentation on Melanoma Cancer Detection

(Click here to view the embedded Captivate Video)

Reflection

In EDTEC 572 Technologies for Course Delivery, we were assigned a project to teach something in five minutes using valid instructional design frameworks. I designed a PowerPoint presentation on skin cancer using M. David Merrill’s Component Display Theory (CDT) with a focus on how to detect Melanoma Cancer using the ABCD (alignment, border, color, and diameter) method with practice scenarios to measure the learning transfer of my instruction.

In addition to my oral presentation, I included a printed handout citing factual information and practice images. I added a short one minute Captivate video to enhance the instructional message. The CDT helped to componentize my 18 slide lesson around a motivator, objectives, information, examples (and non-examples), practice, feedback and help. Borrowing elements from R. C. Clark’s Pebble in the Pond Theory of guided practice, I first performed the ABCD method for the class, then had the learners practice with two additional ones.

The project provided an opportunity to design my lesson using the CDT and basic design principles ranging from Edward Tufte, R. C. Clark & R. E. Mayer, and Williams & Tollett. Although my EDTEC 640 Psychology of Instruction course with Dr. Allen was canceled after the first night, we did get to discuss design elements from Tufte’s article on the Cognitive Style of PowerPoint. Consequently, I had the opportunity to ensure my presentation incorporated elements from Tufte's theories, including use of printed support material, value enhancing content with purpose and use of a narrative style. For visual presentation, I used Clark & Mayer's Multimedia and Coherence principles. Lastly, design elements from Williams & Tollett on Alignment, Contrast, Repetition, and Proximity helped to ensure clear communication so my slides do not detract from my verbal presentation.

I discovered that Bloom’s Taxonomy can incorporate nicely into the CDT framework. For my presentation, I added recognition of Melanoma dangers and lifestyle risk evaluation along with performing the ABCD detection. Under Bloom, these activities are coded as conceptual knowledge at the understand and evaluate cognitive level and procedural knowledge at the apply and analyze cognitive level. Because of the seriousness of the topic, I incorporated attention getting devices to the content. I used shock value photos to gain and maintain learner attention. As I reviewed my lesson and presentation, I recognized the role of Keller's ARCS model by showing attention getting photos of cancer patients, relevance to the San Diego lifestyle, and confidence and satisfaction that anyone can detect the signs of Melanoma for yourself or your friends and family.

Going beyond Behaviorist skill and drill element, I had the class use Cognitive thought to determine if the mole example picture given was in fact Melanoma. With a variety of examples, multimedia, practice, feedback, and guided help, my interactive practice facilitated the learning transfer. I remember the definition of transfer of learning as the application of skills and knowledge learned in one context (presentation) to the context that matters (at home, at work). My goal was to incorporate technology to assist with the message extension. I determined that hearing information from a subject matter specialist would add to authenticity and relevance. I designed a short one minute Captivate video that I embedded into the presentation. I had fun introducing the video, "Now lets hear what Dr. Charles Kerns has to say about Melanoma detection" that supported my lesson plan.

Limiting the information to five minutes was more challenging than I thought. I was familiar with the topic and consequently had to scale back my presentation. Another problem I discovered was what to use for learning transfer examples. At first I thought to use volunteers with moles. But I quickly realized that the potential discovery of a Melanoma mole may not be a good class exercise. I settled on real and relevant photos. The photos added to the CLAM model taught in EDTEC 685 with Dr. Rossett on incorporating content authentic, learner focused, and attention riveting content

In conclusion, this project demonstrates my ability to use technology, present an instructional message, guide learning, and incorporate Instructional Design taxonomies to a lesson plan. I realize that simple five minute lessons or 15 minute tutorials all require a framework and incorporation of ADDIE elements. Although I was familiar with oral presentations, I definitely learned more about presentation design in light of clear and effective communication. The presentation skills I enhanced in this project, helped me with my team assignment in my Saturday ED 700 course on the Business of Learning taught by Dr. Rossett. Our presentation deck "or pitch" was highly successful in communicating on ficticious company that provided hazardous material shipping training and need to know information. Our team received twice as much investment funding as the next closest company.

References

Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers for multimedia learning. San Francisco, CA: Pfeiffer.

Williams, R., & Tollett, J. (2004). The Non-Designer’s Web Book. 2nd Ed. Berkeley, CA: Peachpit Press.

Tufte, E. (2003). The Cognitive Style of Powerpoint. Cheshire, CT: Graphics Press.

Secondary Artifact

HazScan briefing deck (EDTEC 700 Business and Learning). A presentation "pitch" for investment funding for a company that will provide tailored training and data on hazardous material shipping.

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