MODULE 1: How do we learn?

Adobe Illustrator: The Basics

I’ve been using Adobe Illustrator since the beginning of the year and found it fun and rewarding. I wanted to share my enthusiasm and help others discover its potential for creativity and design.

I created a screencast on that covers the basics of using the tools. It’s designed to help beginners get comfortable with the interface and start creating their own designs, whether for personal projects or professional work.

Using Mayer’s Cognitive Theory

While recording the screencast, I kept modality in mind. Rather than overloading the screen with text, I opted for narration (voice principle) to explain concepts while demonstrating the actions on the screen. This is also supported by Dual Coding Theory, which suggests that learners process audio and visual information in separate channels. By narrating while showing how to use a tool, I hoped to activate both channels and create a richer learning experience.

I also made use of pretraining (through PowerPoint slides) to introduce key concepts before diving into the application. In the screencast, I explained terms like “path” and “anchor point” early on, ensuring that learners had a solid understanding of the basics.

Cognitive Load Theory

One of the main principles I used was Cognitive Load Theory. Since Illustrator has so many features, I focused on reducing extraneous cognitive load by focusing on a select few. Rather than covering too many tools at once, I broke the content into smaller, manageable sections. This allowed learners to focus on one concept at a time and to retain the material effectively.

Segmenting Principle

I used the segmenting principle when teaching the Pen tool, I started with the basics—creating straight lines—before moving on to curves and complex shapes. This helped manage intrinsic cognitive load, making the tutorial easier to follow by gradually increasing the complexity.

What Surprised Me

One aspect that surprised me from the module was how research shows that adding your own image to the screen during a presentation doesn’t actually enhance learning and may even distract from the content (the image principle). I’ll keep this in mind when deciding whether to include my image in future screencasts and focus more on the quality of my narration and demonstrations instead.

Final Thoughts

Reflecting on this module, I’ve gained a better understanding of how people learn. The CTML principles have refined my approach to designing screencasts, helping me create more effective multimedia experiences. Moving forward, I will focus on reducing extraneous load, balancing dual coding with redundancy, and personalizing content to keep learners engaged.