E-learning Priciples

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

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

How about the look?

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.

Question 3 To explain charts, graphs, and other images, do we need audio narration while we can have simple text?

Dilemma Providing text only 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.

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 Which one? 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.

Multimedia principle Contiguity principle Modality principle Redundancy principle Coherence principle Personalization principle Segmenting & Pre-training

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

Picture of body parts

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

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- Principles

Scientific Laws or Principles

Applications of graphics Graphics as advance organizers Graphics as topics organizers Graphics as lesson interface

Advance Organizer

Table of content bad example

bad example

Good example

Graphics as lesson interface