Originating from Allan Paivio’s dual coding theory and supported by more contemporary research on learning science in the classroom (Weinstein, et al., 2018) we learn to provide students with “complementary forms of information to enhance learning” (p. 13). In other words, students learn better when we provide both visual and verbal stimuli that pair well to a particular concept. Visuals can help provide clarity and connect to verbal content.

This can be done through using keywords and icons or visuals in our lectures/presentations, and in the learning activities we have students engage in during class and individual study time.

SAMPLE VIDEO LECTURE USING DUAL CODING: https://youtu.be/Ry-h2LYL7-g

How do I get started using Dual Coding?

CUT

Identify portions of content that may not be vital and remove it from your lectures and learning activities. Consider the level of students in which you are teaching, and identify vital and non-vital content. By removing unnecessary content we can reduce the cognitive load on students’ working memory.

CHUNK

Identify natural breaking points or thematic concepts that compliment each other and organize content into smaller chunks. Design lectures and learning activities into smaller pieces to ease the cognitive load on students’ working memory. This also provides opportunities to insert pauses or learning activities that can help students retain content for retrieval later.

COORDINATE

When designing visuals and slides to accompany lectures, choose a consistent theme for fonts, colors, and alignment. Choose visual indicators or icons that are simple and pair well with keywords. Consider using easy to read fonts with colors that provide plenty of contrast. Not only does this help your slides look more readable, but it again eases the cognitive load on students’ working memory.

APPLY

Consider using these types of visuals in your presentations and learning activities:

• Infographics
• Diagrams
• Graphic Organizers/Mindmaps.
• Timelines

Resources:

• Oliver Caviglioli: https://www.olicav.com/
• Learning Scientists: http://www.learningscientists.org/
• Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning.
• Cognitive Research: Principles and Implications, 3(1), 2.

To follow up on any of these ideas, please contact me at fglazer@nyit.edu. This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium hosted at Western Kentucky University.

Contributor:
Travis N Thurston
Empowering Teaching Excellence Coordinator
Utah State University