Rules of Competition Game is played by a single contestant, who attempts to answer ten questions (plus a final bonus question). Content is taken from.

Slides:

Advertisements

Similar presentations

Using Text Effectively in the Biology Classroom

Advertisements

Add title Add a picture or a description. Question 1(True) Click to type your question here I have made this an easy True/false question true False Next.

The Modality and Redundancy Principles EdTech Multimedia Dr. Schroeder by Kris Mesler.

Text Structures and Text Features

Game Time! by Megan Avery An instructional lesson/game on Ruth Clarks 6 Principles for e-Learning Design.

How to Progress Through a Moodle Topic. The topics are shown as a grid and selected by clicking the title. At any time in MOODLE you can use the breadcrumbs.

Presentation of Chapters 5 & 6 Applying the Modality Principle (ch. 5) Applying the Redundancy Principle (ch. 6) October 27, 2005 Professor Paul Kim By.

1 Next! Answer questions correctly and Answer questions correctly and Answer questions poorly and Answer questions poorly and Avoid tomatoes and add.

The Weakest Link "You are the Weakest Link, goodbye!" Any of the nine people brave enough to play The Weakest Link could win up to £10,000. They don't.

Learning and Technology An Overview. Two types of Multimedia Learning Environments Virtual Learning Environments Windows On The World Multimedia Environments.

© 2004 Programmed Instruction Students work through this Unit of Learning at their own pace and are tested at each step with a multiple choice question.

Today we’ll cover: Chapter 1: e-learning: promise and pitfalls

The cognitive theory of multimedia learning

Introduction to e- Learning Dr. Lam TECM What is wrong with e- learning? What are your experiences with e-learning? What made it effective or ineffective?

Incorporating Computer Visualizations and Simulations into Your Teaching Marsha C. Lovett, Ph.D.

LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R.

Brainstem (survival ) Cerebellum ( autonomic nervous system) Limbic system (emotion) Cortex ( reason/logic)

Multimedia Learning Theory Tommy Gober, MS LeTourneau University.

How Multimedia Design Impacts the Learning Experience

10 Research-Based Principles of Multimedia Learning.

E-learning Priciples. 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence principle 6.Personalization.

- 0 - OVERVIEW OF E-LEARNING Jasper (Jia) Pan Oct EDUC391 Web Based Technology in Teaching and Learning.

1 Nine ways to reduce cognitive load in multimedia learning 指導教授： Chen Ming-Puu 報告者： Chen Hsiu-Ju 報告日期： Mayer, R. E., & Moreno, R., (2003).

Where’s Pancake? The game that challenges your knowledge of Ruth Clark’s eLearning Principles By Josh Crespi 10/21/2012 FSU Instructional Systems Program.

Design dilemma (Clark & Mayer, e-Learning, chapter 3, pp ) VP thinks a short course should just consist of text and tells course designer: “Everything.

Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds? 報告人：張純瑋 Mayer, R. E., Dow, G.

Cognitive Theory of Multi-Media Learning : Guiding Principles for Designing Media Presentations Based upon Research-Based Principles of Multimedia Learning.

Metaphors for Learning  Learning involves strengthening correct responses and weakening incorrect responses.  Learning involves adding new information.

SciEd.ucar.edu. 1.Start the game by creating 3-4 teams or 3-4 individual competitors. 2. Give each team/competitor a bell or buzzer to use when they want.

E-learning: The Science of Instruction Ruth Colvin Clark and Richard E Mayer Today we’ll cover: Chapter 1: e-learning: promise and pitfalls Chapter 2:

Modality & Redundancy eLearning Principles Anne Negus EDTECH 513 Spring 2009.

Does the modality principle for multimedia learning apply to science classrooms? 指導教授： Chen Ming-Puu 報告者： Chen Hsiu-Ju 報告日期： Harskamp, E.

The cognitive theory of multimedia learning Based on the work of Richard E. Mayer.

Applying the Modality Principle Chapters 6 1. Media Element Principles of E-Learning 1. Multimedia 2. Contiguity 3. Modality 4. Coherence 5. Redundancy.

/33 Mayer and Clark 1. /33 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence.

Developing e-Learning … November 22 nd, Objectives … Designing e-Learning e-Learning Principles Other Considerations Bringing it Together November.

Eddie Mathews EDTI 6304 Cognition & Learning UTB Spring 2012 Information Processing Cognitive Theory of Multimedia Learning.

Presentation of Chapters 3 & 4 e-Learning and the Science of Instruction Applying the Multimedia Principle (chapt. 3) Applying the Contiguity Principle.

Applying the Redundancy Principle ( Chapter 7) And using e-learning data for CTA Ken Koedinger 1.

Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey AET 541/E-learning March 28, 2011 Garth Beerman.

Principles of Multimedia and Contiguity

A CII Production Center for Innovative Instruction William Rainey Harper College Palatine, Illinois ©2009 Harper College.

E-Learning and the Science of Instruction Summaries of Chapters 4 & 7 Source: Clark & Mayer 2008 Jessica Kluntz LHDT 548.

EDIT 6200 Project: Prototype Classroom Performance System: Résumé Development Learning Module Darin Parker.

T HURSDAY, M ARCH 15, 2012 Practical Money Skills – How Much do you know???? Go to

Game Theme Goes Here. Choose Your Contestant You are about to face a “mob” of ___ opponents in a winner takes all quiz challenge. Wrong answers from.

Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey AET 541/E-learning March 28, 2011 Garth Beerman.

/96 Mayer and Clark 1. /96 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence.

WIKI PART 2.  Presenting words in audio coupled with graphics, rather than onscreen text, results in significant learning gains.

- 0 - CHAPER 5&6: MODALITY & REDUNDENCY Jasper (Jia) Pan Oct EDUC391 Web Based Technology in Teaching and Learning.

Notes: Target audience –This course targets male and female learners of all ages who have the desire to become the backbone of the healthcare system;

CH 6: Applying the Modality Principle When words and graphic accompany each other, present words as speech rather than onscreen text.

Two Principles: Multimedia and Contiguity Cynthia Bowers Multimedia 513 Week 4.

THE E-LEARNING TRIVIA CHALLENGE JACOB ADLON DESIGNING MULTIMEDIA FOR INSTRUCTION KENT STATE UNIVERSITY SPRING 2016 Click to Begin.

1 Effective Use of Presentation Modality and Feedback in Student Learning of Microsoft Excel By Patrick Logue, Ed D And Nancy Maushak, Ph D.

Applying the Contiguity Principle Chapters 5 1. Media Element Principles of E-Learning 1. Multimedia 2. Contiguity 3. Modality 4. Coherence 5. Redundancy.

Modality Principle Dahwun Kim, Learning Design and Technology : Present Words as Speech Rather than Onscreen Text Why? Avoid ways that.

Demonstration of the Oral PrEP eLearning Resource Package

Cognitive Theory of Multimedia Learning

Chapter 5 The Contiguity Principle.

Instructional Design and Technology

How Multimedia Design Impacts the Learning Experience

What's Your Message? Presenting with a Purpose

e-Learning and the Science of Instruction-Chapter 7

Written By: ENTER AUTHOR’S NAME Date Written: ENTER DATE WRITTEN

Screen Title Screen text Page x of y Graphic: description

IT 7210 MODALITY AND REDUNDANCY CHAPTERS 6 & 7 Susan Giasson

Screen Title Screen text Page x of y Graphic: description

Learning and Technology

Presentation transcript:

Rules of Competition Game is played by a single contestant, who attempts to answer ten questions (plus a final bonus question). Content is taken from our textbook (eLearning and the Science of Instruction) chapters 1-6. Two questions each from chapters 1-5. The bonus question is from chapter 6. Each correct answer increases the amount of money the player banks; a maximum cash prize of $1,000,000 can be won. Along the way, the player can be assisted by a fellow classmate. He or she must decide to “stick with” their answer or “go with” the answer provided by the fellow classmate. Notably, upon getting an answer incorrect or deciding to prematurely end the game, the contestant must state that they are not smarter than a Clark & Mayer.

Are You Smarter Than a Clark & Mayer? $1,000,0001,000,000 Chapter 5, Question 1 Chapter 5, Question 2 Chapter 4, Question 1 Chapter 4, Question 2 Chapter 3, Question 1 Chapter 3, Question 2 Chapter 2, Question 1 Chapter 2, Question 2 Chapter 1, Question 1 Chapter 1, Question 2 500, , , ,000 50,000 25,000 10,000 5,000 2,000 1,000 Click a box on left hand side after answering each question correctly. Start with the bottom box and work upward. After successfully answering the above 10 questions, click on the green $1,000,000 box to reveal the $1,000,000 question.

Chapter 5, Question 1 As a way of reducing the demands on visual processing; when simultaneously presenting words and the graphics explained by the words, you should: A. Use spoken words rather than printed text. B. Use printed text rather than spoken words. C. Use printed text with narration (word-for-word)C. Use printed text with narration (word-for-word). D. None of the AboveD. None of the Above.

Chapter 5 Answer 1 Return A.Use spoken words rather than printed text. Correct!

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: A. Use spoken words rather than printed text.

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: A. Use spoken words rather than printed text.

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: A. Use spoken words rather than printed text.

Chapter 5, Question 2 Based on cognitive theory and research evidence, it is recommended that you put words in spoken form rather than printed form whenever the graphic is the focus of the words and both are presented simultaneously. True False or

Chapter 5, Answer 2 Correct! True Return

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: True

Chapter 4, Question 1 Violations of the contiguity principle are all too common. Some of the most common violations are: A. Feedback is displayed on a separate screen from the practice or question. B. Directions to complete practice are placed on a separate screen. C. All text is placed at the bottom of the screen away from graphics. D. All of the Above.

Chapter 4, Answer 1 Correct! D. All of the Above. Return

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: D. All of the Above.

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: D. All of the Above.

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: D. All of the Above.

Chapter 4, Question 2 The cognitive theory recommends presenting printed text and graphics away from each other. True False or

Chapter 4, Answer 2 Correct! False Return

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! End The correct answer is: False

Chapter 3, Question 1 Cognitive theory and research recommends that eLearning courses include: Chapter 3, Question 1 A. Graphics B. Words C. Both Graphics and Words D. Spoken Words (Audio) Only

Return Chapter 3, Answer 1 C. Both Graphics and Words. Correct!

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: C. Both Graphics and Words.

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: C. Both Graphics and Words.

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: C. Both Graphics and Words.

Chapter 3, Question 2 Representational Graphics are visuals that show qualitative relationships among content. True False or

Chapter 3, Answer 2 Correct! False Return

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: False End

Chapter 2, Question 1 The three metaphors of learning are response strengthening, information acquisition, and: A. Time Management B. Knowledge Construction C. Delegation D. Organizational Structure

Return Chapter 2, Answer 1 B. Knowledge Construction Correct!

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Knowledge Construction End

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Knowledge Construction End

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Knowledge Construction End

Chapter 2, Question 2 Informal Studies are conclusions based on feedback from and observations of students. True False or

Chapter 2, Answer 2 Correct! True Return

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: True

Chapter 1, Question 1 Three eLearning Architectures are receptive, directive, and: A. Guided Discovery B. Chronological C. Organizational D. Numerical

Return Chapter 3, Answer 1 A. Guided Discovery Correct!

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: A. Guided Discovery

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: A. Guided Discovery

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: A. Guided Discovery

Chapter 1, Question 2 Lessons that build procedural skills are what type of goal: A. Inform B. Perform Procedure C. Perform Principle D. None of the Above

Return Chapter 3, Answer 1 B. Perform Procedure Correct!

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Perform Procedure

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Perform Procedure

End Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: B. Perform Procedure

Now it’s time for the $1,000,000 Question

Redundant on-screen narrated text should be used when: A. There are no pictures. B. The learner has ample time to process the pictures and words. C. Words and pictures are presented simultaneously at a fast pace. D. Both A and B. $1,000,000 Question (Chapter 6)

Chapter 3, Answer 1 D. Both A and B. Correct! You Win! Your surprise prize will be awarded during our next class. You Win! Your surprise prize will be awarded during our next class. End

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: D. Both A and B. End

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: D. Both A and B. End

Wrong! You Flunked! Now you have to say I may be smart, but I’m not smarter than Clark & Mayer! The correct answer is: D. Both A and B. End

Thanks For Playing! Start Over