In e-learning design, the expression “less is more” can summarize the Coherence Principle. Clark & Mayer (2016) state that “you should avoid adding any material that does not support the instructional goal” (p. 151). The authors recommend eliminating any extraneous information (text, graphics, voice narration, music, or background sound) that is not connected to the main learning objective. However, it is not as easy as it appears. Educators tend to expand class materials outside of the lesson’ goal to raise interest, add key ideas, or offer technical depth. Clark & Mayer (2016) provide extensive research supporting the negative impact of that extraneous information. Therefore, the Coherence Principle should help instructors to reevaluate all their audiovisual teaching material and lesson design. Here I would like to present two known examples of how the coherence principle works. The first is Charles Minard’s map of Napoleon’s disastrous Russian campaign of 1812. The map conveys six types of information (the number of Napoleon’s troops; distance; temperature; the latitude and longitude; direction of travel; and location relative to specific dates) without adding any extraneous and redundant information. Information designer Edward Tufte says it “may well be the best statistical graphic ever drawn” (p. 40). Viewers not only comprehend the data, but they can also draw their conclusions. The second example is the TED presentation format. TED speakers have a limited time (usually less than 20 minutes) to deliver one worth sharing idea while using slides. There is no cluttered iIn e-learning design, the expression “less is more” can summarize the Coherence Principle. Clark & Mayer (2016) state that “you should avoid adding any material that does not support the instructional goal” (p. 151).  The authors recommend eliminating any extraneous information (text, graphics, voice narration, music, or background sound) that is not connected to the main learning objective. However, it is not as easy as it appears. We -educators- tend to expand class materials outside of the lesson’ goal to raise interest, add key ideas, or offer technical depth. Clark & Mayer (2016) provide extensive research supporting the negative impact of that extraneous information. Therefore, the Coherence Principle should help you to reevaluate all your audiovisual teaching material and lesson design. 

Here I would like to present two known examples of how the coherence principle works. The first is Charles Minard’s map of Napoleon’s disastrous Russian campaign of 1812. The map conveys six types of information (the number of Napoleon’s troops; distance; temperature; the latitude and longitude; direction of travel; and location relative to specific dates) without adding any extraneous and redundant information. Information designer Edward Tufte says it “may well be the best statistical graphic ever drawn” (p. 40). Viewers not only comprehend the data, but they can also draw their conclusions. The second example is the TED presentation format. TED speakers have a limited time (usually less than 20 minutes) to deliver one worth sharing idea while using slides.  There is no cluttered information on the slides or extraneous material, only the information that supports the main idea. Speakers also carefully select their words to match their audience’s knowledge of the topic.

In opposition to these examples, there are countless cases that educators or presenters overuse PowerPoint presentations full of text not related to the main message. One famous case is Tufte’s analysis of PowerPoint and technical reports.

The Coherence Principle is also connected with other principles such as the Multimedia Principle (use words and graphics rather than words alone), the Contiguity Principle (align words to corresponding graphics), the Modality Principle (present words as audio narration rather than on-screen text), and the Redundancy Principle (explain visuals with words in audio or text but not both). Clark & Mayer (2016) describe in detail those principles in their book. The main goal of all these principles is to efficiently deliver the learning material and not overload our audio and visual channels, creating extraneous cognitive load and limiting our learning experience.  

Clark & Mayer (2016) mainly cover research on knowledge-based online courses, not skill-based courses. When you are teaching languages, learners are acquiring skills in a second language. It is important to adjust these principles when you are designing your teaching lessons.  Learning a language requires active cognitive processing. The authors do not provide specific e-learning design strategies for language courses. However, you can still implement some recommendations such as emotional design (use of color or humanoid features in graphics), simplify graphics and use a directive architecture (ask learners to make a response or perform a task and then provide feedback). In addition to that, I recommend Total Physical Response (TPR) activities, follow the ATCFL World-readiness standards for learning languages (W-RSLL) and ACTFL Proficiency Guidelines. Ultimately, when designing your course material, you do not want to create an extraneous cognitive load or limit the working memory. While assessing learner’s performance, you need to evaluate the design of your lesson continually.

Reference:

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning.

Wiley.Tufte, E. (2001). The Visual Display of Quantitative Information. Graphics Press.

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