Learning outcome: Define diversity, racism, and inclusion.

Graphics: I used two decorative images below to illustrate the concepts of systemic racism and inclusion in online course design. It is supported by the Integrated Model of Text and Picture Comprehension by Schnotz, W. (2022), as follows:

  • Conditional use of multimedia – Since this course is designed for learners with low prior knowledge but sufficient cognitive abilities, combining text content-related images can enhance learning.
  • Text-picture coherence – The words and graphics are semantically related to each other, which helps students learn more effectively than from words alone.
  • Spatial and temporal contiguity – The graphics are placed close to their corresponding descriptions (words), ensuring continuity in presentation.
  • Sequencing – Each graphic is presented before its corresponding text to ensure effective delivery of information.

Figure 1 Systemic Racism (Designed by Freepik)

Figure 2 Inclusion (Designed by Freepik)

References

Schnotz, W. (2022). Integrated Model of Text and Picture Comprehension. In R.E. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (pp. 82-99). Cambridge University Press.
https://www-cambridge-org.ezproxy.tru.ca/core/books/cambridge-handbook-of-multimedia-learning/integrated-model-of-text-and-picture-comprehension/984E5EBEFF5D53F5DD8BDA62F6A60718