1. E-learning Priciples

2. Question 1
Should we pay a graphic designer to create customized graphics for our e-lesson?

3. 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

4. 1- Multimedia principle
Use words and graphics rather than words alone

5. Average download speed
United States = 5.5
Germany = 8
Netherlands = 11
Sweden = 13
Japan = 17
South Korea = 21

6. Average download speed

7. Average download speed
United States = 5.5
Germany = 8
Netherlands = 11
Sweden = 13
Japan = 17
South Korea = 21

9. 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.

10. Animation & Static Graphics
Which one works better?

11. Question 2
Where to put text directions?

14. 2- Contiguity principle
Place corresponding words and graphics near each other

15. How about the look?

18. 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.

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

20. 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.

21. 3- Modality principle
Present audio narration rather than onscreen text when you want to explain pictures.

22. 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

23. Question 4
Should we have both text and audio to accommodate different learning styles?

24. 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

25. 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.

26. 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.

27. Question 5
Should we add excitement to our e-lesson?

28. 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

29. 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

30. Why?
There is a distinction between emotional interest and cognitive interest
There is little evidence that emotion-grabbing adjuncts (seductive details) promote deep learning

31. Question 6
Formal or Informal talk?

32. 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)

33. 6- Personalization principle
Use conversational style and virtual coaches

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

35. Question 7
Which one?
Combine the practical steps and the key concepts together
Separate the key concepts from the procedure

36. Principle 7 Segmenting
Break a continuous lesson into Bite-Size Segments
Teach key concepts first and then start the procedures and steps

37. Why?
Sequencing allows the learner to engage essential processing without overloading the learner’s cognitive system.

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

39. End of Part 1

40. Two kinds of pictures
Decorative illustrations
Relevant illustrations

41. Applications of graphics
1- Facts
Statement of facts
Picture of an animals, flowers, buildings, people, monuments,
Pictures of equipments and devices
Screen captures

42. Facts

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

49. Picture of body parts

50. Pictures of equipments and devices

51. Screen captures

52. Applications of graphics
2 -Concepts
Definitions
Examples
Non-Examples
Analogies

53. Definitions

55. Examples

56. Non-Examples

57. Analogies

58. Applications of graphics
3- Processes
Flow Charts
Stages/phases tables/charts
Animated diagrams

59. Flow Chart

60. Animated diagram

62. Applications of graphics
4- Procedure
Step-action tables
Demonstration

63. Step action table

64. 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 X 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.

65. Demonstration

66. Applications of graphics
5- Principles

67. Scientific Laws or Principles

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

69. Advance Organizer

71. Table of content bad example

72. bad example

73. Good example

74. Graphics as lesson interface