E-learning Priciples

1. Multimedia principle

2. Contiguity principle

3. Modality principle

4. Redundancy principle

5. Coherence principle

6. Personalization principle

7. Segmenting & Pre-training

8. Worked examples

9. Collaborative work

10. User control

11. Interactivity (simulations & games)

Question 1

• Should we pay a graphic designer to create customized graphics for our e-lesson?

Dilemma 1

• Learning is just as effective from good textual explanation as from text plus graphics. The format of information does not make a difference.

• Adding some clip arts to a few screens will make the lesson more interesting and more effective.

• Customized (teacher made) visuals & animations adds appeal and improves learning

1- Multimedia principle

• Use words and graphics rather than words alone

Average download speed

• United States = 5.5

• Germany = 8

• Netherlands = 11

• Sweden = 13

• Japan = 17

• South Korea = 21

Average download speed

• United States = 5.5

• Germany = 8

• Netherlands = 11

• Sweden = 13

• Japan = 17

• South Korea = 21

Average download speed

• United States = 5.5

• Germany = 8

• Netherlands = 11

• Sweden = 13

• Japan = 17

• South Korea = 21

Why?

• Humans have 2 information processing systems

If we use words only we ignore our capacity to also process material in the visual mode.

• The computer screen is our main connection with students, screens filled with text will turn them off right away.

Animation & Static Graphics

• Which one works better?

Question 2

• Where to put text directions?

2- Contiguity principle

• Place corresponding words and graphics near each other

Why?

• When words and pictures are separated from one another , people must use their scarce cognitive resources just to match them up.

• When words and pictures are integrated, people can hold them together in their working memory and therefore, make meaningful connection between them

• Even for environments with high traffic and low bandwidth, they recommend against separation.

Question 3

• Do we need audio while we can have faster and cheaper text versions?

Dilemma

• Providing text allows learner to move at their own pace rather than have to wait for audio to play

• Learning is much better when words are presented in audio narration rather than text

• Everyone can be accommodated by providing words in both text and audio.

3- Modality principle

• Present audio narration rather than onscreen text when you want to explain pictures.

Why?

• When learners are given concurrent graphics and on screen text, both must be initially processed in the visual channel.

• This overloads one channel while the other channel is not used

Question 4

• Should we have both text and audio to accommodate different learning styles?

4- Redundancy principle

• Don’t add on screen text to narrated graphics.

• Consider adding on-screen text in special situations

• There is no pictorial presentation• Ample time to process the pictorial info• Non-native speakers• Accessibility purposes

Why?

• The learning styles view seems to make sense (putting both spoken text and on-screen text for different learning styles)

• However, adding redundant on-screen text could overload the visual channel.

accessibility

• How about accessibility? Well the default should be audio only but they can choose audio off and text on if they want.

• Communicate words in both on-screen text and audio narration to accommodate different learning styles and to meet 508 compliance

• Explain visuals with audio alone to promote best learning • Let the learner select either audio or text as part of the course

introduction.

Question 5

• Should we add excitement to our e-lesson?

Dilemma

• Adding some emotion grabbing elements to narration helps. Adding some music to narration helps

• Less is more for most learner. Don’t distract students

5- Coherence principle

• Adding interesting material can hurt learning

• Avoid e-lessons with extraneous Audio

• Avoid e-lessons with extraneous Graphics

• Avoid e-lessons with extraneous Words

Why?

• There is a distinction between emotional interest and cognitive interest

• There is little evidence that emotion-grabbing adjuncts (seductive details) promote deep learning

Question 6

• Formal or Informal talk?

Dilemma

• A more informal approach plus an agent will lead to better learning.

• A more formal tone will fit the instructor image better, leading to a more credible course

• The tone of voice depends on the learner (male, female, child, adult)

6- Personalization principle

• Use conversational style and virtual coaches

Why?

• People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information

Question 7

• Combine the practical steps and the key concepts together

• Separate the key concepts from the procedure

Principle 7 Segmenting

• Break a continuous lesson into Bite-Size Segments

• Teach key concepts first and then start the procedures and steps

Why?

• Sequencing allows the learner to engage essential processing without overloading the learner’s cognitive system.

End of Part 1

Two kinds of pictures

• Decorative illustrations

• Relevant illustrations

Applications of graphics

1- Facts

• Statement of facts

• Picture of an animals, flowers, buildings, people, monuments,

• Pictures of equipments and devices

• Screen captures

Facts

Picture of an animals, flowers, buildings, people, monuments

what is this

Pictures of equipments and devices

Screen captures

Applications of graphics

2 -Concepts

• Definitions

• Examples

• Non-Examples

• Analogies

Definitions

Examples

Non-Examples

Analogies

Applications of graphics

3- Processes

• Flow Charts

Stages/phases tables/charts

• Animated diagrams

Flow Chart

Animated diagram

Earth-Sun

Summer Winter

• http://kids.msfc.nasa.gov/Earth/Seasons/Seasons.htm

Applications of graphics

4- Procedure

• Step-action tables

• Demonstration

Step action table

Density of Gases

• equal volumes of gases at the same temperature and pressure contain the same number of molecules regardless of their chemical nature and physical properties. Avogadro's number is 6.023 X 1023. It is the number of molecules of any gas present in a volume of 22.41

• Density of gases depends on their molecular weight not the number of molecules per liter.

Demonstration

Applications of graphics

5- Principle

Scientific Laws or Principles

Applications of graphics

• Graphics as advance organizers

• Graphics as topics organizers

• Graphics as lesson interface

Advance Organizer

Table of contentbad example

bad example

Good example

Graphics as lesson interface