E learning-basic guidelines to develop multimedia learning
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Transcript of E learning-basic guidelines to develop multimedia learning
Based on Ruth Colvin Clark’s Book
Presented By Dimas Agung Prasetyo
E-learning
Learning Theories
How people learn
Multimedia principles for Multimedia Learning
90% of universities have distance learning
$50-60 billion/year spent on corporate and governmental training
Toward knowledge-based economy
10 Elearning Statictics
Instruction delivered via computer
Content relevant to learning objectives
Uses instructional methods such as examples and practice
Builds new knowledge and skills
Media elements present and illustrate content Text, audio narration, music, graphics, animation
and video
E.g., Dreamweaver course uses audio narration and animated graphics
Instructional techniques support learning Examples, practice exercises, feedback
E.g., Dreamweaver lesson uses simulation practice
Why might simulating an actual work environment be particularly effective?
Cognitive skills: solving problems, applying rules, distinguishing items E.g., how to complete tax forms
Psychomotor skills: coordination physical movement and thought E.g., driving a golf ball or driving a crane
Require coaching and detailed feedback
Attitudinal skills: opinions and behaviors E.g., whether to recycle
Which is hardest to teach with multimedia?
Receptive: information acquisition Learning adds information to memory
Instruction delivers information efficiently
Directive: response strengthening Strengthen stimulus-response associations
Drill-and-practice with reinforcing feedback
Guided discovery: knowledge construction Learner builds a mental representation
Guide learner in the context of solving problems
Is one theory right? Or a combination?
Inform: build awareness, e.g., about a company’s organization
Perform: build skills, e.g., how to use software or how to evaluate bank loans Procedural: step-by step tasks
Near transfer from training to application Learning Dreamweaver may involve near transfer? Why?
Give an example.
Principle-based: guidelines and problem-solving skills Far transfer from training to application Why does learning how to evaluate bank loans far transfer?
Failure to do job or skill analysis Presenting skills and knowledge out of job context
risks transfer failure
How could this pitfall affect your project?
Failure to accommodate human learning Multimedia can actually depress learning if it
overwhelms limits of human processing
Attrition: e-Learning dropouts at least 35% Games and stories may detract from learning
Why?
Human memory has two channels for processing information: visual and auditory.
Human memory has a limited capacity for processing information.
Learning occurs by active processing in the memory system.
New knowledge and skills must be retrieved from long-term memory for transfer to the job.
The Learning Cycle: Sense → Integrate → Act Learning originates with concrete sensory experience
Reflective observation integrates inputs in patterns and develops generalizations or abstract hypotheses
Active learning tests the results of motor output
Delivery Method Retention
Lecture 05%
Reading 10%
Audio-Visual 20%
Demonstration 30%
Discussion Group 50%
Practice Doing It 75%
Do It on the Job 90%
Retention can be improved with follow-up reviews and feedback.
Using an arrow or color to draw the eye to important information?
Listing learning objectives up front?
Omitting background music?
Using succinct text?
Ask about trouble-shooting actions relevant to job context?
Informal studies: observing people as they learn or asking them about it Formative evaluation makes changes from learner feedback
Summative evaluation reports results to sponsors & others
Formal studies use experimental research design, with subjects randomly assigned to test and control groups Controlled: compare outcomes of 2 or more groups of learners
Clinical trials: evaluate e-learning in real world contexts
Should show statistical significance (p<.05)
Book uses results of controlled studies that suggest basic design principles for e-learning Why is experimental basis useful?
VP thinks a short course should just consist of text and tells course designer:
“Everything they need to know is in the text. All they have to do is read it. And we don’t have much time!”
How should the course designer react?
“Do you mind if I come up with something that builds on your text?”
Include both words and graphics
Why?
Graphics facilitate active learning, mentally making connection between pictorial and verbal representations
Words alone may cause shallow learning
Decorative vs. explanative illustrations
What’s the difference?
Decorative pictures are eye candy
Explanative illustrations help learner understand the material
Instructional designer’s job is to enable learner to make sense of information
Term ‘Focus’
Decorative pictures are “eye candy”
Why? Give an example
Merely decorate the page without improving understanding
E.g., picture of a general in a lesson about explosives
Instructional designer’s job is to enable learner to make sense of information
Illustrate procedures with screen captures
Show a process flow with arrows or animated graphics
Organize topics by using rollover buttons to show different graphics
Facts, e.g., a screen capture
Concepts, e.g., a diagram of species
Process, e.g., animation of a pump
Procedure, e.g., animation of steps with arrows highlighting buttons or parts
Principle, e.g., animation of genes passing from parents to offspring
Information delivery theory: learning consists of acquiring information
Information format shouldn’t matter
Cognitive theory: learning is actively making sense of information
Active learning involves constructing and connecting visual and verbal representations of material
Ten lessons teaching scientific or mechanical processes, such as how pumps work
Students who receive multimedia lesson perform better on post-test than students who receive same information in words
Improvement of 55-121% more correct solutions to transfer problems
Based on cognitive theory, designer is confident in multimedia principle
Explains to the VP that people learn more deeply when they are able to build mental connections between verbal and pictorial presentations
Shows prototype storyboards
Dilemma: use fixed screen displays or scrolling pages (to save bandwidth)?
Principle: place text near corresponding graphics
Text integrated into graphicText separate from graphic
Can we apply this principle in the following situation?
Identifying parts in a diagram:
List of part names below the diagram?
Pointers connecting names to parts?
Hyperlinks from diagram image map to names and descriptions of parts?
Pop-up text as mouse rolls over parts?
When words and pictures are separate, people must use scarce cognitive resources just to match them up
Less resources available to organize and integrate material in memory
Contiguity reduces load on working memory and thus increases learning
Separating visuals and text
Obscuring connection with scrolling text
Feedback on a separate screen from practice question
Second browser window covers related information on main screen
Directions for exercise on separate screen from exercise itself
So far we’ve learned how to apply two cognitive principles to e-learning: Multimedia principle?
Include both words and graphics
Contiguity principle? Place text near corresponding graphics
Next, we’ll apply two more principles: Modality principle: put words in spoken form
Redundancy principle: don’t put same words in both speech and text
Project sponsor tells course designer to “get rid of all that [narration] audio”
Why would she say that?
How should the course designer react?
“Let me look into it” (resolves to look into theory and research about audio)
Put words in spoken rather than graphic form, when graphic or animation is in focus
Why?
Cognitive theory of learning: Separate information processing channels for
visual and auditory/verbal processing
Capacity of each channel is limited
Graphics and onscreen text compete for attention
Overloads visual channel
Instead, use both auditory and visual channels
People learn more lessons with concurrent speech than just text alone
64% vs. 36% correct on post-test
Are you impressed?
Would project sponsor be convinced?
Is it worth the extra work of audio production?
When is audio less effective?
VP: “We need to accommodate different learning styles: add text to the screen for those who learn better from reading.”
Is she right? Why or why not?
Redundancy doesn’t help: people learn more from audio alone than audio plus text explaining graphics or animation
Some have visual, others auditory style Therefore present both, to accommodate both
learning styles What do you think of this hypothesis?
This hypothesis is a special case of information delivery theory: people learn by adding information to memory Mind is an empty vessel to be filled with info So redundant presentation puts more info in mind
Cognitive theory: each channel is limited Redundant text could overload visual channel
Avoid presenting words as narration and identical text
Special cases for narration of text: No pictorial representation on a screen
Slow pace of presentation
Helping learners with disabilities or non-native speakers
Learners who may not have access to speakers or headsets
Director says a first version “seems a little dry—can you spice it up a bit?”
Why might spicing it up with extra graphics or background music seem worthwhile?
Common sense: avoid boring the learner
Arousal theory: when learners become emotionally aroused they try harder to learn the material
Interesting material can hinder learning
Why? Cognitive theory: learners have limited resources
Extraneous materials competes with core material for limited cognitive resources
Coherence: all materials should cohere relevantly with what needs to be learned
Background music and sounds may overload working memory Especially when learner experiences heavy
cognitive processing demands
Experimental results: For lightning presentation, added sound effects
such as winds depicting air movement and crackling of charge transfers
Retention was 61-149% better for narration without additional sound effects
Adding interesting sentences may seem like an easy way to increase interest
Again, they may just distract learners
Conclusion: avoid seductive but irrelevant details that force excitement but don’t increase understanding
Discuss in your project group
Do you follow this principle in your scripts so far?
Are there any sounds or graphics in your script that you might drop?
What’s the difference?
Which is more effective for learners?
Conversational style aids learning Formal style avoids first- and second-person: e.g.,
“Caution should be used when opening pyrotechnic containers.”
Use second-person: “You should be careful if you open any containers with pyrotechnics.”
Why might informal style help learning? People work harder to understand material when
they feel they are in a conversation with a partner.
Discuss examples on p. 164
Agents may be representations of real people or artificial characters using animation and computer-generated voice
Clippy, Knobby or professor personae?
Herman the bug improved learning 24-48% Lifelike agents may not be essential
Human voice may work better than computer-generated speech
Web-based agent supports lesson presentation, student monitoring and feedback, probing questions, hints, and explanations
Characters move freely in computer display, speak aloud and display text onscreen, and even listen for spoken voice commands
Downloadable from www.microsoft.com/msagent/
Psychological reasons for using visible author? Author as guide for student
Social relationships motivate students
Evidence shows that learners provide richer answers for some learners
Will you adjust your writing style?
Will you use learning coaches or agents?
Check out Microsoft Agent software?
Will you include a “visible” author?
Interactive practice exercises help learners integrate knowledge into LTM
What kinds of exercises? Drag-and-drop and simulations
More crucially: exercises should mirror thinking processes and environment of actual task
Better learning results from practice questions interspersed throughout the lesson
Learners should be trained to developer their own questions
Activities should require learners to respond in similar ways during training as they will on the job E.g., Jeopardy game doesn’t help transfer on job
Simulation of actual job decisions does
Avoid simple regurgitation of information provided in training program Doesn’t implant cues for retrieval in job context
Asking “why” questions improves learning
“Why does an object speed up as its radius gets smaller?”
Results in greater factual and inference learning
Pro and con analysis improves learning
Developing arguments requires organization and integration of materials
Well designed practice exercises provide opportunities for encoding knowledge or skills The more encoding opportunities, the more integration
Logarithmic relationship between amount of practice and time to complete tasks
Improvement occurs regardless of initial ability
Tradeoff of time in development and lesson Interactive practice can be harder to design
Practice also adds to training time: eventually there are diminishing returns on learning
Spacing practice is superior to massed practice, e.g., at end of lesson
Spacing effect is not immediate but after a period of time
Contiguity: keep text close to graphics
Modality: use audio to explain graphics But audio is transient, so redundant text and
graphics is OK for practice questions
Feedback should also be presented in text
Redundancy: use text alone Don’t narrate text directions or practice questions
Peronalization: use conversational language Provide hints and feedback in first & second person
Learners can ask and answer their own questions during lessons: “How can I apply the program features to my job?”
Agent could suggest such questions
Why encourage self-questioning?
Active engagement improves learning
Developing metacognitive skills improves learning