1. Developing e-Learning … November 22 nd, 2010

2. Objectives … Designing e-Learning e-Learning Principles Other Considerations Bringing it Together November 22 nd, 2010

3. Designing e-Learning Delivered on a Computer and\or Internet Uses Instructional Methods such as Examples and Practice Uses Media such as Words and Pictures Can be both Asynchronous and\or Synchronous November 22 nd, 2010

4. cognitive theory of how people learn scientifically valid research studies The design of e-Learning should be based on … Cognitive Theory of Multimedia Learning Dual Channels Limited Capacity Active Processing Transfer ClarkMayer (1) Auditory Verbal (2) Process a few pieces at a time (3) Organize and integrate with existing knowledge (4) New knowledge retrieved from long term memory November 22 nd, 2010

5. Instructional Design Considerations? The Learning Context Instructional Needs Learning Environment The Learners Learning Theories Learner Characteristics The Learning Task Information Processing Analysis Learning Objectives Assessing the Learning Types of Assessments Formats for Assessment November 22 nd, 2010

6. Psychology of Learning and Cognitive Information Processing (CIP) Model of Learning Sensory Input Sensory Memory Working Memory Long-Term Memory Visual Auditory Rehearsal Chunking Responses attention pattern recognition encoding retrieval Psychology of Learning for Instruction, 3 rd edition, Marcy P. Driscoll, 2005, pg. 75 November 22 nd, 2010

7. Cognitive Load Theory Miller, 1956 7 + or – 2 cognitive process bogs down Short term memory Atkinson and Shiffrin, 1968 Information Processing Theory (CIP) Sensory Input Sensory Memory Working Memory Long-term Memory Chase, Simon, 1973 Chunk Information Schema Construction Sweller, 1988 Cognitive Load Theory (CTL) Expands on Cognitive Information Processing Theory Miller, G.A. (1956). "The magic number seven plus or minus two: some limits on our capacity to process information”The magic number seven plus or minus two: some limits on our capacity to process information Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (2): 257–285.Cognitive load during problem solving: Effects on learning Chase, W.G. & Simon, H.A. (1973). "Perception in chess". Cognitive Psychology 4 (1): 55–81.Perception in chess November 22 nd, 2010

8. Demands of load are “intrinsic” to material being learned. “Low” Interactivity. Intrinsic When Load is unnecessary and “interferes” with process. “disparate” interactivity. Extraneous Extraneous (ineffective) Work imposed by the instruction which benefits the process. “High” Interactivity. Germane Germane (effective) Types of Cognitive Load …

9. Applying e-Learning Principles … November 22 nd, 2010

10. GOALDEFINITIONEXAMPLE Inform Lessons that communicate information ? Perform Procedure Lessons that build procedural skills (NEAR transfer) ? Perform Principle Lessons that build strategic skills (FAR transfer) ? November 22 nd, 2010 E-Learning Goals

11. Multimedia Principle … “Use words and graphics rather than words alone.”

12. Rationale for Multimedia Learners engage in “active” learning as graphics make mental connections Learners may Engage in “shallow” learning. No connections Words and Graphics Words Alone

13. Graphics that Support Learning … Add aesthetic appeal or humor Decorative Illustrate the appearance of an object Representational Show qualitative relationships Organizational Summarize quantitative relationships Relational Illustrate changes over time Transformational Make intangible phenomena visible and concrete Interpretive Visuals that … November 22 nd, 2010

14. Contiguity Principle … Place Printed Words Near Corresponding Graphics Synchronize Spoken Words with Corresponding Graphics Watermelon November 22 nd, 2010

15. Modality Principle … Present words as speech, rather than on- screen text. November 22 nd, 2010 Consider the complexity or pace as you decide to apply this principle.

16. Redundancy Principle … Clark and Mayer assert that when graphics or animations are present, explanations should be made via spoken narration alone. They believe that viewing both graphics and text alongside the spoken narration, is not only redundant but also detrimental due to overloading of the visual channels. Can you recall a highly effective presentation or teaching style from your past or present? Did redundancy or lack thereof play any part? What about the idea of someone being a visual vs. auditory learner? Is there a learning style you find most beneficial or have always found yourself drawn to? Are "learning styles" and the principle of redundancy at odds? November 22 nd, 2010

17. Coherence Principle … Clark and Mayer recommend avoiding “extraneous” graphics, video, and words in e-lessons. How would you decide what is extraneous and what is essential as you design a lesson? According to Clark and Mayer, most of the research on the Coherence Principle has involved those with a low level of knowledge in a domain. How would you test the principle on those with a higher level of knowledge? November 22 nd, 2010 Adding Interesting Material Can Hurt Learning

18. Personalization Principle … November 22 nd, 2010 Use Conversational Style and Virtual Coaches

19. Personalization Principle 1 http://www.slideshare.net/Baynard/personali zation-principle-by-group-a Use Conversational Rather than formal style Create or select e-courses that include some spoken or printed text that is conversational rather than formal. There are cases in which personalization can be overdone. Consider the audience and cognitive consequences of your script. November 22 nd, 2010

20. Personalization Principle 2 http://www.slideboom.com/pres entations/23631/Personalization- Principle Use Effective On-Screen Coaches to Promote Learning “Lifelike” images are not always an essential component in an effective agent. Agent has to sound conversational Agents provide instruction rather than for entertainment purposes First person words in conversational style rather than formal style On-screen agents provide coaching in the form of hints and worked examples. November 22 nd, 2010

21. Personalization Principle 3 Make the Author Visible to Promote Learning Visible authors tell the learning about themselves Visible authors highlight their personal perspectives “Giving a voice to the text” http://www.google.com/search?hl=en&rlz=1T4DMUS_en___US220&q= %22Personalization+Principle%22&start=20&sa=N November 22 nd, 2010

22. Let’s Try It Write a description to describe blood flow, which is based on the Personalization Principle. November 22 nd, 2010

23. Segmenting and Pretraining Principle … Manage Complexity by Breaking a Lesson into Parts Ensure that Learners Know the Names and Characteristics of Key Concepts November 22 nd, 2010

24. Other Considerations Leveraging Examples Practice in e-Learning Learning Together Virtually e-Learning Navigation To Build Thinking Skills Simulations and Games November 22 nd, 2010

25. Review … Designing e-Learning e-Learning Principles Other Considerations Bringing it Together November 22 nd, 2010