Recent research (Tochon, 2013, p.14, Youngs, Serafini, 2013, p.186) is beginning to indicate that the strategic use of semiotics can improve learner comprehension and minimize cognitive overload. As research increases there will be more data to assess the impact of increased use in the rate of learner retention. Just as websites provide breadcrumb links to similar sites, semiotic tools like storytelling, learners sharing their stories, can help them stay on track through the course. Their narratives and their ongoing reactions inform the instructor of their progress through the course and help frame quick instructor responses and interventions to assist learners who may have become confused or lost. What the learners say and their reactions provide clues and the psychological “glue” that help them mediate their knowledge with course materials and persevere to stay the course. Learners serve as their own agents of change demonstrating best practices that can be modeled for future courses.
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