Discussion 5 Designing Delivering Effective Messages

For this discussion our group and I provided constructive feedback based on the responses posted by classmates.

2 a) Based on the concepts and theories discussed on chapter 10, how do you design and deliver an effective message?

2 b) Thinking in your ID project, what are the most important elements to develop an effective message presentation and flow? As you did in the previous discussion, introduce shortly your project at the beginning to understand better your instructional design decisions.


2a)  When designing an effective message, Larson and Lockee state that accessibility and support of the overall design plan are primary characteristics that need to be addressed (pg 205).  Your message must be accessible technically, physically, and cognitively so that the learner can process the information in an organized manner so there is a logical flow to the message.  The presentation of the message is important in supporting the overall design plan and the medium in which you deliver that presentation must be appropriate to the design.  You must also take into effect the parameters  of the training resources.  What is available to you will impact how you design the message and the overall instruction.  Without taking these factors into consideration, delivery of an effective message can be compromised.

2b)  My ID project is to design a program to train teachers in all the alternative education programs in the Oroville Union High School District to learn the online productivity tools found in Google Drive and be able to instruct students to use it for classroom assignments.  We will be focusing on Gmail, Docs, and Slides as those are the applications that will be used in classes consistently.  

I feel the message that needs to come across is that we are learning to use these tools so that we are able to better instruct students in the use of available technologies.  In the survey I sent out, learners reported that most had not had any formal training in the use of MS Office applications.  My design must be accessible enough for teachers to be able to turn around after the training and show students how to use these tools themselves.  The flowchart is scaffolded with some very specific steps for each component of the training starting with creation of a Google account, followed by the creation of a Gmail account.  From there, it opens into Drive where the learners will be able to see the similarities between Docs and Word as well as Slides and Power Point.  Since this is a technology lesson, we will be in a computer lab where students will be doing the same lesson with the teachers.  The presentation itself will be created in Slides so that the teachers see how the actual application works before they try it for themselves.
I’ve run through this training in my head, made notes regarding some of the issues that may arise and how this can be duplicated by others.  The designed has already been streamlined so it contains the necessary elements so that teachers do not waste their time trying to teach students applications that will not be utilized in the classroom.  This training can be sustained can improved upon with feedback.

You selected two great choices when thinking about how to create an effective message.  Reading about your project I thought the biggest concern might be making a message that’s cognitively accessible with a staff that’s new to using Google applications, but the fact that you’ve scaffolded the activities shows that you’ve already thought through this.  I like the main message for this project.  I think all teachers strive to be better and after learning about Google apps, they will be more motivated to use the apps to enhance their instruction.  I think one concern might be teachers will be utilizing their new skills into classroom which may prove to be difficult.  They will have processed a lot of new information and then be expected to teach it from memory.  What do you think might be a good way to help the teachers in this situation?


Making learning user-friendly is an important element of instructional design. In order to reach a wide variety of learners, it’s important to remember that not everyone learns like I do. My instruction always seems to be weighted toward hands-on activities because I learn most effectively that way. As an instructional designer, I have to weigh all types of learning and chose a medium that effectively reaches most learners.
Since my web design project is geared toward middle school students, it needs to be interactive and captivating but still focusing on the goals and usefulness of the skills. The students will need to clearly see the transfer knowledge gained from this activity.

Bearing all these elements in mind, my instructional design project will focus on a combination of overview instruction, demonstration, and hands-on learning. Larson and Lockee made the point that the, “instruction should be accessible and support the overall design plan.”

I can picture the students being engaged in your project as a result of the hands on learning.  In addition to what Veronica asked, I’m also curious about the students.  Our book stated that message presentation or communication should be based on a number of things including the needs and characteristics of the learners.  Please tell us more about your learners.  Did you find anything surprising or interesting about them from the project survey, and has it affected your decisions for how you will communicate information to the learners or the overall design process?

Designing and delivering effective messages requires adhering to some basic principles. First, content must be easily accessible to learners. This is the most basic measure. If learners cannot access the content both perceptually and cognitively the instruction stops. Carefully selecting the delivery method is also essential. How content is presented can affect engagement of learners as well as their ability to retain information. Designers must ensure that presentation flows well and is free of excessive information.

My ID project consists of providing instruction on embedding mobile video on classroom web sites. Ensuring that there is proper flow to my instruction is going to require that I pay attention to the fact that learners will need multiple devices. My plan is to have both a instructional video that demonstrates the process as well as a printable reference. Having both mediums available will serve two purposes. First, learners often prefer different materials. Some are more comfortable with printed instructions they can refer and complete step-by-step. Others may prefer watching the video once and following along the second time. The second purpose is that this will provide learners with multiple exposures to the process, thus reinforcing learning.

Another strategy I will employ is very explicitly defining when learners need to switch devices. This will help novice users maintain their place in the instructional process.

What is the website that you use to develop the classroom sites?  I’ve searching for something similar which would allow educators to manage class assignments and things but also the flexibility to allow students to upload videos.  I like the project’s terminal objective.  Students will develop practical skills which they’ll be able to utilize outside the classroom.  You make a great point about accessibility as a key premise to an effective message.  In addition to the presentation that you mentioned, I would also say the selection of information and organization plays an important role in helping students absorb the information cognitively.  Regarding the instructional video, these principles wouldn’t really apply if the video is from an outside source, but if you’ll be creating the video or the printed worksheet, I think applying these principles could make the finished product more effective.  However, your decision to use different sources to provide multiple exposure to reinforce the learning is really smart planning. 


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