Information Design in Teaching and Learning

Information Design in the realm of teaching and learning concentrates on the effective methods and processes to transmit a message (teaching) and receiving, translating and assimilating the message (learning) with the primary goal of enhancing the recipient's knowledge of a subject matter. Generally this also includes methods and processes to assess the student's retention and understanding of the subject.

There have been many theories developed about learning and teaching methods. Some of these theories, such as those developed by Lev Vygotsky and Jean Paiget, have been especially influential in describing learning stages in the development of children. (Vygotsky, 1926; Brooks, Crippen, 2005). Some researchers, such as the behaviorist B.F. Skinner, have developed theories concerning behavioral psychology, and its influence in the mechanics of learning. (Brooks, Crippen, 2005). Both Vygotsky and Paiget developed theories regarding the constructivist approaches to teaching and learning, which have been particularly influential in the development of online learning methodologies. (Ryder, 1998; Richardson, 1999; Brooks, Crippen, 2005).

Teaching and learning are inexplicitly intertwined. For example, some people learn best by reading, and the teaching method best suited for these people is to present information in a written format. There are many teaching methods that acknowledge the differences in learning styles, and make the most of the individual learner's strengths. There are many ways to learn. Different people excel with different types of learning. Almost all people, except those that are vision-impaired, seem to benefit from visual examples. Some concepts are not easily conveyed with words alone, and the use of audio, interaction, or visual information greatly enhances the ability to convey a lesson or to increase understanding. (Abbot, Shaikh, 2005).

In early history, much teaching was done on a one-on-one basis - much like an apprenticeship. Teaching institutions in the last century have concentrated on a teaching method in which the student is viewed as a vessel into which knowledge is poured. The teacher teaches, and the student learns. Teachers traditionally used Information Design in the presentation of information in the form of books, handouts, lecture notes, and more. The teachings could then be put into practice by the students in the form of labs, projects and experiments. This dynamic is changed somewhat in an online or distance teaching/learning environment in which the teacher is viewed as a guide in the student's explorations of the subject material. In this type of teaching, the visual and interactive aspects of Information Design play a key role. (Gibson, 1998).

According to Erik Rudestam and Judith Schoeholtz-Read in the book Handbook to Online Learning, distance teaching began in the late 19th century by a woman named Anna Ticknor. In 1873 she created a society in Boston to offer educational opportunities for women by distributing printed materials with correspondence through the mail. In 1883 the Chautauqua College of Liberal Arts recognized education by correspondence, thereby becoming the first college to recognize distance learning. Visual instruction using "lantern slides and motion pictures," was added from 1910 to 1920 in the correspondence education. In 1932, the University of Iowa began using television to transmit instructional courses which continued until the mid-1960s. (Rudestam, Schoeholtz-Read, 2002).

Current multimedia technologies offer opportunities to combine several learning and teaching styles, which enable the learner to simultaneously encounter the material by reading, listening, watching and interacting with elements of the concepts being taught. According to Rudestam, many universities now "offer courses that use institutional intranets for instruction as well as closed-circuit television, video, CDs, and external Web-based resources such as WebCT." (Rudestam, Schoeholtz-Read, 2002). The ability to include multimedia as a teaching tool enriches the learning experience for students by addressing multiple types of intelligences and individual learning styles. (Chin, Williams, 2006; Encyclopedia of Instructional Technology, 2006).

Educational institutions throughout the United States are devoting considerable resources to research the benefits of technology in teaching and learning, particularly in the realm of distance education. According to Lisa Poley of The American Distance Education Consortium, distance education promotes a "teaching and learning model that epitomizes a university without walls that is open, accessible, and flexible. The model seeks to provide instructional delivery and/or access anywhere, anytime, and to virtually anyone who seeks it." (Poley, 2006). Distance learning programs are generally designed for students who can't attend on-campus courses for any number of reasons, including distance, employment, or family responsibilities. Distance learning also enables educators to serve a larger student population in a cost-effective way. (Hannay, Newvine, 2006).

Many institutions of higher education in California work collaboratively to provide research and resources to promote the use of instructional technology in education, particularly in the realm of distance learning. One such resource is The California Virtual Campus - a website which offers information and links to online course offerings from California universities, colleges and community colleges, in addition to faculty and staff development resources. As of July 2006, the California Virtual Campus included 135 California schools, 6,389 courses, and 232 programs. (California Virtual Campus, 2006). Another resource is the MERLOT (Multimedia Educational Resource for Learning and Online Teaching) Project, a "free, web-based resource designed for faculty and students of higher education," which provides a wealth of information about online education and other services, including peer-reviewed online learning materials, an awards program for "outstanding online resources designed to enhance teaching and learning," international conferences, and access to digital libraries. (MERLOT, 2006).

There are generally two types of distance education categories - synchronous, which requires the simultaneous participation of all students and teachers; and asynchronous, in which the students access the learning materials within their own schedules. Examples of synchronous learning include telecourses, web conferencing and online chats. Asynchronous examples are email, listservs, videotape courses, web-based, and correspondence courses. Most methodologies used for online, multimedia, and computer-based education rely on the presentation of information in a visual and written form, offering teachers and instructional designers the opportunity to create visually-rich, interactive and engaging learning experiences for the student. •