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