2. 1 Next!

3. Answer questions correctly and Answer questions correctly and Answer questions poorly and Answer questions poorly and Avoid tomatoes and add students Avoid tomatoes and add students 2 Next!

4. Level 1 Level 1 Level 2 Level 2 Level 3 Level 3 3

5. 4 Next! Back Click here to watch a brilliant video on this principle, then select the “Next” button to test your knowledge! Click here to watch a brilliant video on this principle, then select the “Next” button to test your knowledge!

6. 5 Next! Back Click here to watch a cool video on this principle, then select the “Next” button to test your knowledge! Click here to watch a cool video on this principle, then select the “Next” button to test your knowledge!

7. 6 Next! Back Click here to watch an interesting video on this principle, then select the “Next” button to test your knowledge! Click here to watch an interesting video on this principle, then select the “Next” button to test your knowledge!

8. Too many teachers in the classroom Too many teachers in the classroom Too many teachers in the classroom Too many teachers in the classroom Using pictures or graphics with text Using pictures or graphics with text Using pictures or graphics with text Using pictures or graphics with text Gratuitous graphics, text or music Gratuitous graphics, text or music Gratuitous graphics, text or music Gratuitous graphics, text or music A really cool soundtrack A really cool soundtrack A really cool soundtrack A really cool soundtrack Which of these will hinder learning? 7

9. Content that doesn’t use any text Content that doesn’t use any text Content that doesn’t use any text Content that doesn’t use any text Content without distraction Content without distraction Content without distraction Content without distraction An entertaining presentation An entertaining presentation An entertaining presentation An entertaining presentation Content without any graphics Content without any graphics Content without any graphics Content without any graphics The most important aspect to incorporate into instruction is: 8

10. Twenty-five Five to Nine Five to Nine Five to Nine Five to Nine Ten to Twelve Ten to Twelve Ten to Twelve Ten to Twelve Fifteen Your “working memory” can handle how many bits of information? 9

11. Only text, as images would distract Only text, as images would distract Only text, as images would distract Only text, as images would distract A video demonstrating correct reports A video demonstrating correct reports A video demonstrating correct reports A video demonstrating correct reports An image of the end product An image of the end product An image of the end product An image of the end product A diagram which shows the steps A diagram which shows the steps A diagram which shows the steps A diagram which shows the steps When illustrating a process, you should choose: 10

12. Which of these is the best description of the “Contiguity Principle”? 11 Text and graphics are often in competition with each other Text and graphics are often in competition with each other Text and graphics are often in competition with each other Text and graphics are often in competition with each other Unrelated images can hinder learning Unrelated images can hinder learning Unrelated images can hinder learning Unrelated images can hinder learning Using text by itself is the best tool to increase learning Using text by itself is the best tool to increase learning Using text by itself is the best tool to increase learning Using text by itself is the best tool to increase learning Corresponding text and graphics should be placed near each other Corresponding text and graphics should be placed near each other Corresponding text and graphics should be placed near each other Corresponding text and graphics should be placed near each other

13. Which of these would violate the “Contiguity Principle”? 12 Text being used without images Text being used without images Text being used without images Text being used without images When there are too many unrelated images or graphics on screen When there are too many unrelated images or graphics on screen When there are too many unrelated images or graphics on screen When there are too many unrelated images or graphics on screen When viewers would need to scroll up and down to see all the content When viewers would need to scroll up and down to see all the content When viewers would need to scroll up and down to see all the content When viewers would need to scroll up and down to see all the content Images being used without text Images being used without text Images being used without text Images being used without text

14. Next! Back 13 Menu Although music can be distracting, when used to reinforce the learning, it can be helpful. Go back and try again!

15. 14 Menu Back Next! Yes! When graphics, text or music are used too much or not aligned with objectives, they can distract the learner. Try the next question!

16. Next! Back 15 Menu While too many teachers could get confusing, this was not part of the coherence principle. Practice makes perfect. Try again!

17. Next! Back 16 Menu Actually, using pictures or graphics with text can augment learning. The problem arises when there is too much augmentation and we distract the learner. Try again!

18. Next! Back 17 Menu Actually, content can be augmented by graphics as long as they are not too distracting or gratutitous. Give it another try!

19. Next! Back 18 Menu Well, while we do want to grab the learner’s attention and motivate them, an “entertaining presentation” is not the most important. Try again!

20. 19 Menu Back Next! That’s right. We want to make sure our instructional content is not crowded out by too much “noise.” Keep going!

21. Next! Back 20 Menu While we do not want to use too much, small amounts of text, along with images or audio can improve learning outcomes. Go back and try again!

22. Next! Back 21 Menu Oops! That’s a little too much… Try again!

23. Next! Back 22 Menu Close, but no cigar, er…tomato. Go back and give it another try!

24. 23 Menu Back Next! You are correct! Research tells us that our working memory can only hold 7 (plus or minus 2) bits of information. Keep going!

25. Next! Back 24 Menu Wow. We wish we could hold that much in our working memories. Nope, a little less. Try one more time!

26. 25 Menu Back Next! Way to go! When trying to show a process, it can be very helpful to see how the steps are laid out and fit together. Click next to check your results!

27. Next! Back 26 Menu Actually, when teaching a process, it can be more helpful to illustrate the individual steps of that process. Try one more time!

28. Next! Back 27 Menu While videos can be very helpful, when teaching a process, it wouldn’t be very helpful to look at a bunch of reports. Go back and try again!

29. Next! Back 28 Menu Actually, an image or two which depict the steps in the process could be very helpful to the learner. Try again!

30. Next! Back 29 Menu Actually, the Multimedia Principle states that using images with text can HELP learning…as long as they aren’t distracting. Go back and try again!

31. Next! Back 30 Menu Oops! That’s what the Coherence Principle says… Try again!

32. Next! Back 31 Menu While this is sometimes the case, it’s not the best answer. Text and graphics can help each other too. Try one more time!

33. 32 Menu Back Next! Awesome! You’re right. The Contiguity Principle states that text and graphics enhance learning when they’re placed near each other. Why not try another?!

34. 33 Menu Back Next! You’re correct. If viewers are required to scroll their screens, then the graphics and text aren’t close to each other and learning is harder. Check your results!

35. Next! Back 34 Menu Almost. Too many unrelated images would indeed hinder learning, but that’s the Coherence Principle. Don’t be sad. Try again!

36. Next! Back 35 Menu Instruction CAN be all text, but learning is usually improved if related graphics or images are used. Try again!

37. Next! Back 36 Menu Images CAN be used without text, but that is usually paired with audible content from a presenter. Try once more!

38. Click on the boxes shown to reveal the results of your good work 37 The class has grown! Good job! Menu Well done! You’ve helped Professor Sprout avoid a hail of tomatoes! You’ve done a good job of learning the Coherence Principle – that too much text, graphics or music can hinder learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning Well done! You’ve helped Professor Sprout avoid a hail of tomatoes! You’ve done a good job of learning the Coherence Principle – that too much text, graphics or music can hinder learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning

39. Click on the boxes shown to reveal the results of your good work 38 The class has grown! Good job! Menu Well done! You’ve kept the students happy enough to bring their friends! And you’ve done a good job of learning the Multimedia Principle – that using graphics or pictures with text can enhance learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning Well done! You’ve kept the students happy enough to bring their friends! And you’ve done a good job of learning the Multimedia Principle – that using graphics or pictures with text can enhance learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning

40. Click on the boxes shown to reveal the results of your good work 39 The class has grown! Good job! Menu Good job! Looks like you’re an expert already! You’ve done a good job of learning the Contiguity Principle – that text and graphics should be placed near each other to enhance learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning Good job! Looks like you’re an expert already! You’ve done a good job of learning the Contiguity Principle – that text and graphics should be placed near each other to enhance learning. For more info, check out Ruth Clark’s Six Principles of Effective e-Learning

41. Clark, Ruth: Six Principles of Effective e-Learning Clark, Ruth: Six Principles of Effective e-Learning Frederick, Sarah: The Multimedia Principle video podcast Frederick, Sarah: The Multimedia Principle video podcast Moore, Allison: The Contiguity Principle video podcast Moore, Allison: The Contiguity Principle video podcast Bradt, Wade: The Coherence Principle video podcast Bradt, Wade: The Coherence Principle video podcast 40