Final Redesign - Design

Phase 2 - Design:

The redesign of this module on the basics of digital audio utilized much of the Understanding by Design model. UbD relies on ‘backward design’. Rather than starting with the advanced curriculum and simply removing parts, the re-design determines the desired outcomes and adapts the materials achieving those outcomes.

Learning Outcomes:

At the end of this instructional module, the learner will:

  • differentiate between continuous and discrete
  • understand sampling as it applies to digital audio
  • determine the highest frequency of a digital system from the sample rate
  • understand quantization as it applies to digital audio
  • determine the dynamic range of a digital system from the word length
  • be able to define aliasing and dither

Knowledge Domain: The goals of this module are cognitive. Since it covers the basics of a new topic, the instruction is primarily concerned with the learner's acquisition of new material. In later courses, the learners will build upon the schema they acquire here.

Instructional Design Theories:
Both traditional learning theories and and more modern multimedia theories of learning share many common elements. Some of these commonalities that are important for this redesign are that learning should progress thru stages, and the material should be presented in small steps along way.
Cognitivism and Cognitive Load Theory see this as key to preventing cognitive overload, which is a goal of the re-design. Too much information, given too quickly, or via a poorly design presentation will overload the learners, preventing them from assimilating anything. Rather than picking up a portion of the material, students usually shutdown at this point.

Cognitive Overload

Cognitivism also incorporates dual-coding theory, which Mayer terms the dual-channel assumption in CTML (Cognitive Theory of Multimedia Learning). In short, the presentation and instruction should be optimized to stimulate learners both verbally (text or spoken) and visually (images and diagrams).

Continue to the Development of Instruction