Plenary Sessions
Why Should They Care? Designing Learning That’s Truly Meaningful
September 15 | 10:00 – 11:15 am
Too often, we assume our learners know why they’re here. And, that’s a mistake! Even if they do, it helps to reinforce why this is interesting and relevant (and if it’s not, why are you covering it?). However, learners are also resistant to trite slogans, particularly when they’re deep into a topic and wondering why this assignment has any rationale for their effort.
Yet, we have robust results about how to make learning matter that improve retention and engagement. We can help learners see why they should care, and we can use time-tested approaches to help them develop their learning. In this plenary, we’ll explore what’s known, and what it means for your solutions, without taking ourselves too seriously. Join us in this practice-what-you-preach exploration of making learning meaningful, and improve your outcomes.
Clark Quinn, PhD
Learning, Not Decoration: Evidence-Based Visual Design
September 16 | 1:30 – 2:30 pm
What makes a visual design effective? Why do learners quickly grasp the meaning of one diagram but struggle with another? This session examines how visual design choices influence learning, drawing on cognitive psychology research to explain how people perceive, process, and retain visual information.
Using the human information processing model, this plenary explores how perception, attention, and memory influence the effectiveness of visual materials. It also examines how design decisions related to layout, imagery, and the coordination of text and graphics can either support or detract from understanding. Participants will evaluate and judge various designs to determine whether effective principles are present. The experience will provide a research-informed foundation for making intentional visual design decisions that prioritize learning rather than decoration.
Connie Malamed