An open educational resource I have used in the past and strongly reflects the theories learned in this class is PhET Interactive simulations from the University of Colorado Boulder. PHet offers free, open accessed simulations that allows learners to experience STEM concepts through interactive digital experiments. As a neurobiology student, I have used this resource to test concepts that were initially difficult to grasp with text and still visuals alone.
PhET closely relates to Merrill’s First Principle of Instruction by centering learning around tangible, problem based scenarios. Each simulation/experiment invites learners to use their prior knowledge to attack new ideas and concepts through direct manipulation variables with the experiments. This process concludes with integration of learning, with learners reflecting on outcomes while connecting new insights. By guiding learners through this cycle of activation, application and integration, PhET applies Merrill’s vision of learning as an active problem.
On the other hand, PhET also embodies Mayer’s Principles of Multimedia Learning, especially the modality, coherence and contiguity principles. The Modality principle is reflected in how PhET implements visuals that compliment, rather then overload text explanations. The coherence principle is evident in the platforms clean design, where unnecessary information is removed. Finally, the contiguity principle is demonstrated by how text labels, visuals, and actions are presented in close proximity, allowing learners to easily connect information. Overall, these design choices reduce cognitive load and help form strong mental connections to scientific ideas.
While I believe PhET is highly effective, it could further improve by becoming more accessible. Expanding on features such as audio narration, closed captions, language expansion support and colour contrast would make this OER more inclusive for diverse learning needs.