ed6229 - assignment1

8/16/2019 ED6229 - Assignment1

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CRITIQUE OF AN INSTRUCTIONAL MATERIAL 1

Critique of an Instructional Material: Sugar and your Teeth

Alice Lame

Uni!ersit of Ne" #runs"ic$



CRITIQUE OF AN INSTRUCTIONAL MATERIAL %

A&stract

'an(outs or leaflets are inten(e( to &e quic$ )its of information* +)en (esi,nin, Instructional

Materials -IMs. in t)is format/ t)e information 0resente( s)oul( &e concise an( t)e inclu(e(

elements s)oul( ser!e a s0ecific 0ur0ose* T)is means t)at careful consi(eration s)oul( &e ,i!en

to t)e "or(s/ ima,es/ an( ot)er o&ects inclu(e( in t)ese IMs/ as "ell as t)eir arran,ement in

relation to eac) ot)er* T)is 0a0er "ill e2amine t)ese as0ects of instructional (esi,n & critiquin,

t)e IM/ Sugar and your Teeth -A00en(i2 A./ usin, t)e 0rinci0les of 3estalt 0sc)olo,* 4+)ile

3estalt 0sc)olo, is usuall a00lie( to !isual ima,es/ it also 0ertains to "or(s/ num&ers/ an(

te2ts*5 -Rose/ 0* 16. T)e c)osen IM contains a com&ination of t)ese elements an( "ill allo" us

to e2amine t)e use of continuit/ closure/ 0ro2imit/ similarit/ sim0licit/ an( e20erience as

eit)er effecti!e or ineffecti!e a00roac)es to t)e instruction* T)is critique "ill )el0 i(entif tools

an( tec)niques t)at can &e consi(ere( ")en creatin, effecti!e IMs* #ut 0er)a0s more

im0ortantl/ it "ill )i,)li,)t an fla"s in t)e (esi,n an( 0resentation of t)e learnin, materials

&ein, e2amine(/ so t)ese issues can &e a!oi(e( in future IMs*




Critique of an Instructional Material: Sugar and your Teeth

Continuity

Continuit is t)e i(ea t)at our min(s 0ercei!e o&ects as continuous ")en t)e seem to

)a!e a relations)i0 to eac) ot)er* -Rose/ 0* 16. T)is 0rinci0le can &e seen in t)e ro"s of

teas0oons use( in t)e IM8s (ata c)art -A00en(i2 A/ 0* 1.* Our ees are (ra"n to t)e 4!5 s)a0e or

trian,ular 0attern create( & t)e teas0oons "it)in eac) foo( cate,or/ allo"in, us to see quic$l

t)at t)e items are 0resente( from )i,)est to lo"est in su,ar content* T)is conce0t can &e furt)er

e20laine( & e2aminin, Fi,ure 1 -Rutle(,e/ %996./ ")ic) com0ares t"o ,ra0)s containin, t)e

same (ata* One ,ra0) s)o"s t)e (ata arran,e( ran(oml/ ")ile t)e secon( ,ra0) uses t)e

0rinci0les of continuit to ma$e t)e (ata easier to rea( an( inter0ret* Rutle(,e also states/ 43oo(

continuation is es0eciall useful for allo"in, us to 0enetrate an( un(erstan( meanin, as

in(icate( & all sorts of !isual structures*5 -3estalt rinci0les of erce0tion ; 7: ro2imit/

Uniform Connecte(ness/ an( 3oo( Continuation/ %996.

Closure

Loo$in, at t)e teas0oon e2am0le a,ain/ "e can see anot)er 3estalt 0rinci0le at "or$/

closure* Closure refers to our min(8s ten(enc to fill in &lan$s an( create unit in o&ects e!en

t)ou,) 0ieces ma &e missin,* -Rose/ 0* %1. In t)e (ata c)art/ eac) ro" of teas0oons a00ears to

form a line or &ar< t)e lon,er t)e &ar/ t)e more su,ar content in t)e foo( item* #ecause of t)is

o0tical effect/ t)e c)art as a ")ole can essentiall &e !ie"e( as a &ar ,ra0)* rior e20erience

"it) &ar ,ra0)s "oul( allo" learners to (i,est t)e information more quic$l* T)e (ar$ ,ri(lines

also )el0 contain t)e la&els an( ima,es/ 0ro!i(in, learners "it) a((itional closure to ensure t)e

are not left trin, to ma$e sense of an incom0lete s)a0e or (esi,n* -Rose/ 0* %1.

In fact/ t)e 0rinci0les of continuit an( closure are use( so effecti!el in t)is IM t)at

some of t)e 0atterns create( ma )a!e lost t)eir 4!isual i(entit= >in ")ic)? its elements are

0erce0tuall inte,rate( "it) ot)er 0resent elements/ an( assi,ne( to ot)er/ ne" !isual ")oles*5

-To(oro!ic/ %99@. In ot)er "or(s/ t)e ,rou0in,s forme( & t)e ,ri(s an( t)e !isual elements on



CRITIQUE OF AN INSTRUCTIONAL MATERIAL

t)e first 0a,e ma actuall o!ers)a(o" t)e ot)er items in t)e c)art/ suc) as t)e foo( (escri0tions*

One "a to a!oi( t)is "oul( &e to re(uce t)e num&er of ,ri(lines in t)e c)art or to use s)a(in,

in some of t)e ro"s/ in or(er to (istin,uis) &et"een t)e (ifferent foo( cate,ories an(Bor foo(

t0es*

Proximity

T)e 3estalt 0rinci0le of 0ro2imit su,,ests t)at ")en elements in an IM are near eac)

ot)er/ our min(s "ill 0ercei!e t)em as com&ine( into ,rou0s* -To(oro!ic/ %99@. For e2am0le/

t)e 0lacement of t)e foo( cate,or la&els alon,si(e t)e list of foo( items allo"s us to i(entif t)e

,rou0in,s quic$l an( in a meanin,ful "a* In a((ition/ t)e num&er of teas0oons column is

automaticall associate( "it) t)e teas0oon ima,es & t)eir 0ro2imit* 'o"e!er/ t)is last &it of

(ata is su0erfluous an( coul( &e remo!e( so t)at t)e c)art is less cluttere(*

ro2imit is also at "or$ on t)e secon( 0a,e of t)e IM -A00en(i2 A/ 0* %./ ")ere

informational te2t is liste( un(er t)ree maor )ea(in,s an( relate( ima,es are ali,ne( on t)e

ri,)t;)an( si(e* T)ese mental ,rou0in,s allo" learners to 0rocess t)e information more

efficientl*

Similarity

Similarit (eals "it) our ten(enc to automaticall inte,rate similar elements into

,rou0s* -To(oro!ic/ %99@. In e2aminin, t)e teas0oons a,ain/ most learners "ill see a ,rou0in, of

teas0oons rat)er t)an focusin, on eac) one in(i!i(uall* T)is can cause issues ")en it comes to

t)e )alf teas0oon ima,e/ ")ic) is !er similar to t)e full teas0oon &ut not use( as often in t)e

c)art* T)e )alf teas0oon coul( &e &etter (enote( to a!oi( misinter0retation of t)e (ata*

A (ifferent use of &ot) t)e 0rinci0les of 0ro2imit an( similarit "oul( &e to 0lace t)e

)i,) su,ar foo(s closer to eac) ot)er in t)e c)art* For e2am0le/ t)is tec)nique coul( &e use( to

s)o" t)e similarit &et"een t)e amount of su,ar in c)ocolate fu(,e -t)e secon( )i,)est in su,ar

content un(er can(. an( a00le 0ie*




Simplicity

T)e conce0t of sim0licit relates to )o" learners ten( to !ie" information in t)e sim0lest

form 0ossi&le* -Rose/ 0* %. +it) t)is in min(/ one a,ain/ t)e )alf teas0oon coul( &e &etter

re0resente( since it ma not &e !ie"e( an (ifferentl t)an t)e full teas0oon ")en loo$in, at t)e

c)art as a ")ole* As "ell/ it "as mentione( in t)e section on 0ro2imit t)at t)e information

0ro!i(e( in t)e num&er of teas0oons column is re(un(ant* T)e teas0oon ima,es are more useful

re0resentations of t)e (ata/ an( t)us/ t)e num&ers column can &e remo!e( so t)e c)art is less

cluttere(*

Anot)er area to re!ie" in terms of sim0licit/ as "ell as 0ro2imit/ is t)e amount of te2t

0resente( on t)e secon( 0a,e of t)e IM -A00en(i2 A/ 0* %.* As state( & #ro"n an( 3reen

-%911./ 4It is im0ortant to ma$e ,oo( use of ne,ati!e s0ace & resistin, t)e ur,e to fill in "it)

te2t or ,ra0)ics< a 0a,e t)at is com0letel fille( "it) te2t an( ,ra0)ics is (ifficult to rea(*5 -0*

%97. In or(er to a((ress t)is/ t)e IM coul( &e &ro$en (o"n into s)orter &ullet 0oints t)at are

,rou0e( into columns/ creatin, a((itional ne,ati!e s0ace aroun( t)e te2t*

Experience

T)e final 3estalt 0rinci0le to consi(er is e20erience/ ")ic) su,,ests t)at learners

0ercei!e o&ects &ase( on t)eir &ac$,roun( an( 0re!ious $no"le(,e* -Rose/ 0* %. As mentione(

in t)e section on closure/ &ecause of our ten(enc to !isuall ,rou0 t)e teas0oons into a line/

0rior e20erience "it) &ar ,ra0)s "oul( allo" us to inter0ret t)e (ata in t)e c)art more quic$l*

Anot)er e2am0le is t)e ,ra0)ic s)o"in, )o" su,ar foo(s ma cause ca!ities* T)e ima,e (ra"s

on t)e learner8s e20erience "it) mat)ematical formulas to s)o" t)at eatin, su,ar foo(s ma

result in ca!ities*

T)e ot)er ima,es in t)e IM/ )o"e!er/ coul( (o a &etter o& of relatin, &ac$ to t)e

learner8s e20eriences* For e2am0le/ instea( of usin, a ,eneric ,ra0)ic of a &ottle/ t)e IM coul(

inclu(e 0ro(uct ima,es s)o"in, nutrition la&els to em0)asiDe t)e 0oint of c)ec$in, foo( la&els*




As "ell/ a((in, a ,ra0)ic of t)e sun an( moon alon,si(e t)e ima,es of 0eo0le &rus)in, t)eir

teet) coul( )el0 s)o" t)at ou are encoura,e( to &rus) our teet) t"ice a (a*

Conclusion

T)e IM/ Sugar and your Teeth -A00en(i2 A./ s)o"case( man of t)e 0rinci0les of

3estalt 0sc)olo,/ suc) as continuit/ closure/ 0ro2imit/ similarit/ sim0licit/ an( e20erience*

O!erall/ t)e "or(s/ ima,es/ an( format use( "ere effecti!e an( "ell;arran,e( in relation to eac)

ot)er* T)is ma(e t)e information in t)e )an(out clear an( concise*

T)e critique of t)is IM "as useful in i(entifin, se!eral tec)niques t)at "ere effecti!e/ as

"ell as some t)at "ere ineffecti!e/ in t)e instructional material* T)e lessons learne( from t)is

e2ercise "ill &e use( as a tool for (esi,nin, an( creatin, future IMs*




Process Description

ur0ose

I c)ose to critique an IM in or(er to ,ain a more in (e0t) un(erstan(in, of one of t)e

0rinci0les 0resente( in session %* Not onl "oul( t)is allo" me to researc) t)e to0ic furt)er/ &ut

it "oul( also allo" me to i(entif t)e 0ro0er -an( im0ro0er. use of t)e 0rinci0les "it)in a real

scenario*

Gurin, Session 1

I rea( t)e to0ics for session 1 an( % an( re!ie"e( t)e requirements for t)e assi,nment*

Earl in Session %

I re!ie"e( t)e IMs t)at "ere su00lie( in t)e course fol(ers* I foun( 3estalt 0sc)olo, to

&e 0articularl interestin,/ so I $e0t t)at in min( ")ile loo$in, t)rou,) some of t)e more !isual

IMs* I c)ose t)e IM/ Sugar and your Teeth/ &ecause it containe( a com&ination of ima,es/ "or(s/

num&ers/ an( te2ts* I felt t)is "oul( len( itself "ell to t)e critique o0tion for t)e assi,nment*

I re;rea( t)e te2t as I )a( a )ar( time (istin,uis)in, &et"een some of t)e 3estalt

0rinci0les< t)e all seeme( to &e similar or intert"ine( in some "a* In t)e en(/ I am still unsure

")et)er or not I a00roac)e( m 0a0er correctl*

Mi(;"ee$ Session %

+it) a summar of t)e 3estalt 0rinci0les in )an(/ I e2amine( m c)osen IM more

closel* I (rafte( some t)ou,)ts on ")ic) elements "it)in t)e IM line( u0 "it) eac) 0rinci0le in

t)e t)eor* I also searc)e( for some a((itional resources an( references*

Remain(er of Session %

Usin, m notes an( t)e resources I foun(/ I "rote an( e(ite( m 0a0er*



CRITIQUE OF AN INSTRUCTIONAL MATERIAL @

References

#ro"n/ A*/ H 3reen/ T* -%911.* The Essentials of Instructional Design: Connecting Fundamental

Principles with Process and Practice* -%n( e(*.* #oston/ MA: earson*

Rose/ E* -%911.* Designing Instructional Materials* Retrie!e( from:

)tt0s:BBlms*un&*caB(%lB)omeB11%

Rutle(,e/ A* -%996/ Gecem&er 6.* Gestalt Principles of Perception !: Pro"imity# $niform

Connectedness# and Good Continuation* Retrie!e( %91/ from:

)tt0:BB"""*an(rutle(,e*comB,estalt;0rinci0les;7*0)0

To(oro!ic/ G* -%99@.* Gestalt principles* Retrie!e( %91/ from:

)tt0:BB"""*sc)olar0e(ia*or,BarticleB3estalt0rinci0les




Figure %& T"o ,ra0)s s)o"in, t)e same (ata* T)is fi,ure illustrates )o" (ata can &e arran,e(

more effecti!el & usin, t)e 0rinci0les of continuit* -Rutle(,e/ %996.




A00en(i2 A

Su,ar an( our Teet)

ed6229 - assignment1

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