Learnability Patterns

The modality principle states that low-experience learners more successfully understand information that uses narration rather than on-screen text.

People Learn from words plus pictures together than words alone!

People learn better when extraneous material is excluded rather than included.

Align words to corresponding graphics

Memory is not a fixed trait — it is shaped by how, when, and in what context information is encoded and retrieved.

The redundancy principle (or redundancy effect) suggests that redundant material interferes with rather than facilitates learning

The segmenting principle is that people learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit.

Step-by-step demonstration of how to perform a task or how to solve a problem.

Practice matters.

Patterns that help learners actively make sense of material so they can build meaningful learning outcomes that transfer to solving new problems.

The learner control principle suggests that giving learners control over their instruction by allowing them to pace, sequence, and select information aids learning if learners possess high levels o...

The personalization principle is that people learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style.

Psychological Engagement, rather than Behavioural Engagement, produces learning.

Designing for transfer — helping learners apply what they learn in one context to new, unfamiliar situations.

Simply stated, learning in teams – that is, collaborative learning – is most effective when the learning task is cognitively demanding enough to warrant collaboration (i.e., complex enough to overly tax the working memory of an individual learner) and when the benefits of collaboration exceed the transactional activity costs.

How to communicate progress in a way that matters — before and after, progress toward goal, comparisons.

Gamification is the use of game design (mechanics and dynamics) in what is typically considered non-game environments such as the classroom.

EdTech that is properly designed and coded so that learners with disabilities can use it.

Designing for different means of navigation — screen readers, low dexterity, and alternative input devices.

Spaces are technology too. Everything material affects the learner's dispositions and growth.