3 eLearning Resource Package WHO Tool“Book” readingPrinted on paperTool for referenceeLearning Resource PackageSelf-directedTechnology-basedGlobal audienceSuccessful learning experience
4 Effective In-service Training Design and Delivery Multiple techniques that allow for interaction with learnerDidactic techniques (passive instruction)Repetitive interventions (Low-Dose-High-Frequency)Computer-based learning (eLearning)And cost effective!Bluestone J, Johnson P, Fullerton J, Carr C, Alderman J, BonTempo J. Effective in-service training design and delivery: evidence from an integrative literature review. Human Resources for Health. 2013;11:51.
5 What Research in Cognitive Science Suggests About Multimedia Learning People are dual-channel processorsPeople have limited capacity for each channelPeople actively process knowledgeKnowledge and skills must transfer from long-term memory to novel situations
6 Cognitive Theory of Multimedia Learning Dual channels – People have separate channels for processing visual/pictorial material and auditory/verbal material.Multimedia PresentationSensory MemoryWordsPictures
7 Cognitive Theory of Multimedia Learning Limited capacity – People can actively process only a few pieces of information in each channel at one time.Sensory MemoryWorking MemorySoundsselecting wordsselecting imagesImages
8 Cognitive Theory of Multimedia Learning Active processing – Learning occurs when people engage in appropriate cognitive processing during learning.Working MemoryVerbal ModelSoundsorganizing wordsIntegrationPictorial ModelImagesorganizing images
9 Cognitive Theory of Multimedia Learning Transfer – In order to extend new knowledge and skills to novel situations, people must retrieve what they’ve learned from long- term memory during performance.Working MemoryLong-Term MemoryVerbal ModelPrior KnowledgeIntegrationPictorial Model
10 Cognitive Theory of Multimedia Learning WordsVerbal ModelPrior KnowledgeIntegrationPicturesPictorial Model
11 Proven Guidelines for Effective e-Learning Design MultimediaContiguityModalityRedundancyCoherencePersonalizationSegmentingPre-trainingClark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.
12 Proven Guidelines for Effective e-Learning Design Multimedia Principle – Include words and relevant graphics rather than words alone.
13 Proven Guidelines for Effective e-Learning Design Contiguity Principle – Graphics and printed text are close to each other on the screen. Corresponding graphics and audio are appropriately timed.
14 Proven Guidelines for Effective e-Learning Design Redundancy Principle – Explain visuals with words in audio or text… but not both!Coherence Principle – Avoid adding extraneous information that does not support the learning objectives (e.g., audio, graphics, and text).
15 Proven Guidelines for Effective e-Learning Design Pre-training Principle – Learners know the names and characteristics of key concepts in a complex lesson.
16 Proven Guidelines for Effective e-Learning Design Segmenting Principle – Break complex content into smaller parts, presented with one segment at a time.
17 Proven Guidelines for Effective e-Learning Design Personalization Principle – Use a conversational style of language rather than a formal style.
18 Principles for Effective User Interface Design StructureSimplicityVisibility
19 Principles for Effective User Interface Design Structure
20 Principles for Effective User Interface Design SimplicityVisibility
21 Principles for Effective User Interface Design First Law: A computer shall not harm your work or, through inactivity, allow your work to come to harm.Second Law: A computer shall not waste your time or require you to do more work than is strictly necessary.