developing e-learning … november 22 nd, 2010. objectives … designing e-learning e-learning...
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Developing e-Learning …
November 22nd, 2010
Objectives …• Designing e-Learning• e-Learning Principles• Other Considerations• Bringing it Together
November 22nd, 2010
Designing e-Learning• Delivered on a Computer and\or Internet• Uses Instructional
Methods such as Examples and Practice• Uses Media such as
Words and Pictures• Can be both
Asynchronous and\or Synchronous
November 22nd, 2010
cognitive theory of how people learn
scientifically valid research studies
The design of e-Learning should be based on …
CognitiveTheory of
MultimediaLearning
DualChannels
LimitedCapacity
Active Processi
ng
Transfer
Clark Mayer
(1) AuditoryVerbal
(2) Process a few pieces at a time
(3) Organize and integrate with existing knowledge
(4) New knowledge retrieved from long term memory
November 22nd, 2010
Instructional Design Considerations?The
Learning
Context
Instructional Needs
Learning Environmen
t
The Learner
s
Learning Theories
Learner Characterist
ics
The Learning Task
Information Processing
Analysis
Learning Objectives
Assessing the Learnin
g
Types of Assessment
s
Formats for Assessment
November 22nd, 2010
Psychology of Learningand Cognitive Information Processing (CIP) Model of
Learning
Sensory Input
Sensory Memory
Working Memory
Long-Term
MemoryVisual
Auditory
Rehearsal
Chunking
Responses
attention
patternrecognition
encoding
retrieval
Psychology of Learning for Instruction, 3rd edition, Marcy P. Driscoll, 2005, pg. 75
November 22nd, 2010
Cognitive Load Theory
Miller, 1956
• 7 + or – 2• cognitive
process bogs down
• Short term memory
Atkinson and Shiffrin,
1968
• Information Processing Theory (CIP)
• Sensory Input• Sensory Memory• Working Memory• Long-term
Memory
Chase, Simon, 1973
• Chunk Information
• Schema Construction
Sweller, 1988
• Cognitive Load Theory (CTL)
• Expands on Cognitive Information Processing Theory
Miller, G.A. (1956). "The magic number seven plus or minus two: some limits on our capacity to process information”
Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (2): 257–285.
Chase, W.G. & Simon, H.A. (1973). "Perception in chess". Cognitive Psychology 4 (1): 55–81.
November 22nd, 2010
• Demands of load are “intrinsic” to material being learned.
• “Low” Interactivity.Intrinsic
• When Load is unnecessary and “interferes” with process.
• “disparate” interactivity.
Extraneous (ineffective)
• Work imposed by the instruction which benefits the process.
• “High” Interactivity.Germane
(effective)
Types of Cognitive Load …
Applying e-Learning Principles …
November 22nd, 2010
GOAL DEFINITION EXAMPLE
Inform Lessons that communicate information ?
Perform Procedure
Lessons that build procedural skills(NEAR transfer)
?PerformPrinciple
Lessons that build strategic skills(FAR transfer)
?November 22nd, 2010
E-Learning
Goals
Multimedia Principle …“Use words and graphics rather than words alone.”
Rationale for MultimediaLearners engage in “active” learning as graphics make mental connections
Learners may Engage in “shallow” learning. No connections
Words and Graphics
Words Alone
Graphics that Support Learning …
• Add aesthetic appeal or humorDecorative• Illustrate the appearance of an objectRepresentation
al• Show qualitative relationshipsOrganizational• Summarize quantitative relationshipsRelational• Illustrate changes over timeTransformation
al• Make intangible phenomena visible and
concreteInterpretive
Visuals that …
November 22nd, 2010
Contiguity Principle …
• Place Printed Words Near Corresponding Graphics
• Synchronize Spoken Words with Corresponding Graphics
Watermelon
November 22nd, 2010
Modality Principle …
Present words as speech, rather than on-screen text.
November 22nd, 2010
Consider the complexity or pace as you decide to apply this principle.
Redundancy Principle …Clark and Mayer assert that when graphics or animations are present, explanations should be made via spoken narration alone. They believe that viewing both graphics and text alongside the spoken narration, is not only redundant but also detrimental due to overloading of the visual channels. Can you recall a highly effective presentation or teaching style from your past or present? Did redundancy or lack thereof play any part? What about the idea of someone being a visual vs. auditory learner? Is there a learning style you find most beneficial or have always found yourself drawn to? Are "learning styles" and the principle of redundancy at odds?
November 22nd, 2010
Coherence Principle …
Clark and Mayer recommend avoiding “extraneous” graphics, video, and words in e-lessons. How would you decide what is extraneous and what is essential as you design a lesson?
According to Clark and Mayer, most of the research on the Coherence Principle has involved those with a low level of knowledge in a domain. How would you test the principle on those with a higher level of knowledge?
November 22nd, 2010
Adding Interesting Material Can Hurt Learning
Personalization Principle …
November 22nd, 2010
Use Conversational Style and Virtual Coaches
Personalization Principle 1
http://www.slideshare.net/Baynard/personalization-principle-by-group-a
•Use Conversational Rather than formal style
Create or select e-courses that include some spoken or printed text that is conversational rather than formal.
There are cases in which personalization can be overdone.
Consider the audience and cognitive consequences of your script.
November 22nd, 2010
Personalization Principle 2
http://www.slideboom.com/presentations/23631/Personalization-Principle
•Use Effective On-Screen Coaches to Promote Learning
“Lifelike” images are not always an essential component in an effective agent.
Agent has to sound conversational
Agents provide instruction rather than for entertainment purposes
First person words in conversational style rather than formal style
On-screen agents provide coaching in the form of hints and worked examples.
November 22nd, 2010
Personalization Principle 3
•Make the Author Visible to Promote Learning
Visible authors tell the learning about themselves
Visible authors highlight their personal perspectives
“Giving a voice to the text”
http://www.google.com/search?hl=en&rlz=1T4DMUS_en___US220&q=%22Personalization+Principle%22&start=20&sa=N
November 22nd, 2010
Let’s Try It
Write a description to describe blood flow, which is based on the Personalization Principle.
November 22nd, 2010
Segmenting and Pretraining Principle …• Manage Complexity by Breaking a Lesson into Parts• Ensure that Learners Know the Names and Characteristics of Key ConceptsNovember 22nd,
2010
Other Considerations•Leveraging Examples•Practice in e-Learning•Learning Together Virtually•e-Learning Navigation•To Build Thinking Skills•Simulations and Games
November 22nd, 2010
Review …• Designing e-Learning• e-Learning Principles• Other Considerations• Bringing it Together
November 22nd, 2010