Design Principles

The Multimedia Principle

The multimedia principle supports my philosophy of learner-centeredness by ensuring that information is presented in multiple modes—words and visuals—so learners with diverse needs can actively engage with the material (Botne, n.d.).

According to Richard Mayer, the promise of multimedia learning is that by combining pictures with words, we will be able to foster deeper learning in students, this also pertains to “the multimedia effect” (Botne, n.d.). 

In my booklets, concepts are explained through short texts paired with illustrations, diagrams, or visual organizers. This combination does not simply transmit knowledge but encourages learners to interpret, connect, and dialogue with the content, reflecting my belief that students are active participants in meaning-making rather than passive receivers.

The Coherence Principle

The coherence principle also connects strongly to my philosophy, particularly in bridging learning gaps and reducing barriers to understanding. This links to the concept of the coherence effect which pertains to how by removing extraneous materials, the focus remains on essential content, making learning intentional and responsive to students’ needs (Botne, n.d.). 

The sub-principles of relevance, appropriateness, and visual effectiveness highlight learner-centeredness by tailoring information to the audience’s schema, ensuring clarity, and presenting visuals that are accessible rather than overwhelming (Mayer, 2002). 

This fosters critical thinking as learners focus on core ideas, analyze them more deeply, and reflect without distraction. As an educator-facilitator, my role is to design these clear pathways for learners to construct knowledge more effectively (Mayer, 2002). 

The Contiguity Principle

The contiguity principle further reinforces my philosophy by placing words and visuals in close proximity, supporting dialogue between text and image. This design choice acknowledges the concept of the spatial contiguity effect which explains how learners process information actively and how learning becomes more meaningful when connections are immediate and clear (Mayer, 2002). 

In practice, my booklets present short explanations directly alongside illustrations or activities, helping learners see the relationship between what they read and what they observe. This supports active participation and critical reflection, while also honoring existentialist views of education as an experience of making sense of the world in ways that are personally relevant (Mayer, 2002).