learning e-learning and the science of instruction: proven guidelines for consumers and designers of...
TRANSCRIPT
![Page 1: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/1.jpg)
LEARNING
e-Learning and the science of instruction: Proven guidelines for consumers and
designers of multimedia learning-ch1&2Clark, R. C. & Mayer, R. E. (2002)
Advisor: Ming-Puu ChenReporter: Chia-Yen Feng
![Page 2: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/2.jpg)
Chapter 1e-Learning promise & pitfalls
![Page 3: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/3.jpg)
Outline
• Definition of e-Learning
• A description of different types of e-Learning
• Potential benefits and drawbacks to e-Learning
![Page 4: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/4.jpg)
What is e-Learning?• What
– Includes content (information)
– Uses instructional methods (techniques)
• How– Uses media elements
• Why– Builds new knowledge and skills
how What & Why
e - Learning
![Page 5: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/5.jpg)
e-Learning development process
• Performance analysis– Help meet important organizational goals by filling a gap in knowledge
and skills– e-learning is the best delivery solution
• Defining e-Learning content– Job or content analysis– Content types
• Fact, concept, process, procedures, principles
• Design– Create a course blueprint
• Development• Testing & implementation
– Defining the instructional methods & media elements– How delivery platforms influence instructional methods and media
elements
![Page 6: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/6.jpg)
Five types of content in e-Learning
• Fact– Specific and unique data or instance
• Concept– A category that includes multiple examples
• Process– A flow of events or activities
• Procedure– Take performed with step-by-step actions
• Principle– Task perform by adopting guidelines
![Page 7: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/7.jpg)
e-Learning goals
• Inform programs– Build awareness or provides information
• Perform programs– Build specific skills – Two types
• Procedural (near transfer,相似性轉移 )• Principle-based (far transfer,差別性轉移 )
![Page 8: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/8.jpg)
Is e-Learning better? Media comparison research
• The hundreds of media comparison studies have shown no difference in learning
• All the media comparison research is that it’s not the medium the instructional methods that cause learning
• Each medium offers unique opportunities to deliver instructional method effectively support human learning
![Page 9: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/9.jpg)
What make e-Learning unique?
• Practice with feedback– Responds with hints or feedback supporting
immediate correction or errors
• Collaboration in self-study– There is a growing research base on the
benefits of learning together versus solo
• Use of simulation to accelerate expertise
![Page 10: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/10.jpg)
e-Learning : the pitfalls• Failure to base e-Learning on job analysis
– Lessons do not build knowledge and skills that transfer to the job
• Failure to accommodate human learning processes( human learning limits and strengths)– Lesson overload cognitive process and learning is
disrupted• E-learning dropout
– Learner do not complete their instruction
![Page 11: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/11.jpg)
What is good e-Courseware• Training goals
– Inform student, perform procedure, perform principle
• Learner difference (the prior knowledge)– Instructional methods appropriate to the learner’s
characteristics( e.g learning styles, prior knowledge)
• Training environment– Technical constraint
– Cultural factors
– Pragmatic constraint (e.g. budge, time, management expectations)
![Page 12: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/12.jpg)
Three types of e-Learning
• Receptive: information acquisition– Receptive instruction (show-and-tell)– Include lots of information with limited practice opportunities – Designed for inform goals
• Directive: response strengthening– Directive instruction (show-and -do)– Require frequent responses from learners with immediate
feedback– Drill and practice– Designed for perform-procedure goals
• Guided discovery: knowledge construction– Provide job-realistic problems and supporting resources– Designed for perform-principle goals
![Page 13: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/13.jpg)
Chapter2 how people learn from e-Course
![Page 14: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/14.jpg)
Outline
• How do people learn
• How e-Lessons affect human learning
• What is good research
![Page 15: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/15.jpg)
How do people learn?(1/3)
•Two channels : visual & auditory•Limited capacity for processing information•Learning occurs by active processing in memory information•New knowledge and skills retrieved form LTMtransfer to job
![Page 16: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/16.jpg)
How do people learn?(2/3)
•The center of cognition since all active thinking take places there•A limited of capacity memory
![Page 17: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/17.jpg)
How do people learn?(3/3)
•Encoding•Rehearsal•retrieval
![Page 18: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/18.jpg)
How e-lessons affect human learning (1/2)
• Selection of the importance information in the lesson
• Management of the limited capacity in working memory to allow the rehearsal needed for learning
– Coherence principle (ch7)
• Methods for integration
– Contiguity principle (ch4)
![Page 19: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/19.jpg)
How e-lessons affect human learning (2/2)
• Methods for retrieval and transfer
• Methods for metacognitive monitoring– Management of all of these process via
metacognitive skills
– Self-check: to asses oneself skill acquisition
![Page 20: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/20.jpg)
Summary of learning processes
• Focus on key graphics and words in the lesson to select what will be processed
• Rehearse information in working memory to organize and integrate it with existing knowledge in LTM apply cognitive load reduction tecniques
• New knowledge stored in LTM must be retrieved back on the jobtransfer of learning
• Metacognitive skills manage and adjust these processes
![Page 21: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/21.jpg)
What is good research?
• Informal studies (observational studies)– Conclusion bases on feedback from and
observations of students
• Controlled studies (experimental studies)– Conclusion bases on outcome comparison of
randomly assigned participants to groups with different treatments
• Clinical trials (controlled field testing)– Conclusion bases on outcome of lessons taken in
actual learning settings
![Page 22: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/22.jpg)
How can you identify relevant research
• How similar are the learners in the research study to your learner?
• Are the conclusions based on an experimental research design?
• Are the experimental results replicated?
• Is learning measured by tests that measure application?
• Does the data analysis reflect statistical significance as well as practical significance?
![Page 23: LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R](https://reader031.vdocuments.us/reader031/viewer/2022013118/56649dc85503460f94abe89b/html5/thumbnails/23.jpg)
Interpretation of research statistics
• Means
• Standard deviation– High averages and low SD
• Probability
• Effect size