Welcome to my E-portfolio!  Throughout EDDL 5131, I have learned the research behind creating and using multimedia and had the opportunity to develop my own.  Here are some examples.

Video: Characteristics of Dystopia

Context:  This video is to be used in the second half of English 12, wherein we focus on dystopic literature.  The makeup of the 21 students is diverse in background and needs, ranging from dyslexia to ASD.  This video will be made available on the class Teams for students to access at any time.

Purpose:  This media is meant to serve as a resource for students as we progress through our study of dystopia.  At the onset of the unit, students will be shown the video without audio and encouraged to share their thoughts without teacher feedback.  Students will then be shown the video again with audio and share their results.  This video can be used to access prior learning and stimulate discussion.

Learning Outcomes

Students will be able to:

  • share their thoughts and opinions on what makes a dystopia
  • listen to and respectfully respond to other opinions
  • reflect on their own opinions of a dystopia

Characteristics of Dystopia by Kate-Nicola Mounce

Transcript of Characteristics of a Dystopia

Process: I created a video in Canva, which is a free web application, to review and highlight the qualities of a dystopia for use with my English 12 class.  I first chose the media I wanted to create “video” and then customized the presentation.  Once that was complete, I recorded myself, utilizing Canva’s recorder.  Recording in Canva allowed me to progress through the frames at my desired speed.  Once the recording was complete, I could go back through the video and edit as necessary.

Theory: Feldon et al (2022) affirm that multimedia instruction provides students with control over the sequencing of instruction being of great benefit to learners and their learning styles.  Providing the characteristics as markers for each of the features and subsequently providing deeper information allows students to construct their knowledge (Mayer, 2014).  I strived to limit extraneous processing by utilizing the “temporal contiguity principle” as defined by Mayer (2014), which states that presenting simultaneous graphics and narration enables deeper learning.  The video is also perceivable and robust according to the accessibility checklist of UDL (CAST, 2018)

Image: Infographic of Reading Response

Context:  This infographic is to be used in English 12, as there is a focus on non-fiction selections.  Students will be provided with a copy of this infographic at the beginning of the course that they may refer to as needed.  There will also be a large laminated copy hanging up in the classroom.

Purpose: This image is intended to guide students through the response process in a standardized way so that they may be able to compare their progress and observe improvements.

Learning Outcomes

Students will be able to:

  • share their thoughts and opinions on non-fiction selections with evidence
  • reflect on individual progress

Non-Fiction by Kate-Nicola Mounce

Process: I created the infographic in Canva, which is a free web application, to focus on the key phrases students will need in order to complete a Reading Response on a Non-Fiction   I first chose the media I wanted to create, “infographic” and then customized the presentation.

Theory:  I strived to limit extraneous processing by focusing on “coherence” as defined by Mayer (2014), which states that deeper learning occurs when superfluous material is removed.  An infographic is “a larger graphic design that combines…text and images together into a format that tells a complete story” (Vogelsinger, 2014) which lends itself well to reference guides.  I have found that infographics force me to choose only the most pertinent information as to not overwhelm the proposed audience.  Infographics are an easy way to address accessibility as they are perceivable, operable, understandable and robust (CAST, 2018).


CAST. (2018). The UDL guidelines (version 2.2).

Clark, R. C. & Lyons, C. (2010). Three views of instructional visuals. In R. Taff (Ed.), Graphics for learning: Proven guidelines for planning, designing and evaluating visuals in training materials (2nd ed., pp. 15–28). Pfeiffer.

Dunlap, J. C. & Lowenthal, P. R. (2016, September 8). Getting graphic about infographics: Design lessons learned from popular infographics. Journal of Visual Literacy, 35(1), 42–59.

Feldon, D.F. Jeong, S. & Clark, R.E. (2022). Fifteen Common but Questionable Principles of Multimedia Learning. In R.E. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (pp. 82-99). Cambridge University Press.

Hyatt, G. W. (2012, January 3). The POUR principles: The starting point for creating accessible blogs. Blog Accessibility.

Mayer, R. E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 385-399). Springer Science & Business Media.

Vogelsinger, B. (2014, July 16). Inventing infographics: Visual literacy meets written content. Edutopia.