E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning /
Annotation
| Main Authors: | , |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Hoboken, New Jersey :
Wiley,
[2016]
|
| Edition: | Fourth edition. |
| Subjects: | |
| Online Access: | View fulltext via EzAccess |
Table of Contents:
- e-Learning: promise and pitfalls
- How do people learn from e-courses?
- Evidence-based practice
- Applying the multimedia principle: use words and graphics rather than words alone
- Applying the contiguity principle: align words to corresponding graphics
- Applying the modality principle: present words as audio narration rather than on-screen text
- Applying the redundancy principle: explain visuals with words in audio or text but not both
- Applying the coherence principle: adding extra material can hurt learning
- Applying the personalization and embodiment principles: use conversational style, polite wording, human voice, and virtual coaches
- Applying the segmenting and pretraining principles: managing complexity by breaking a lesson into parts
- Engagement in e-learning
- Leveraging examples in e-learning
- Does practice make perfect?
- Learning together virtually
- Who's in control? guidelines for e-learning navigation
- e-Learning to build thinking skills
- Learning with computer games
- Applying the guidelines.
- About This Book; Title page; Copyright; Dedication; Acknowledgments; Introduction; Chapter 1 e-Learning; Chapter Summary; What Is e-Learning?; Is e-Learning Better?; The Promises of e-Learning; The Pitfalls of e-Learning; Inform and Perform e-Learning Goals; e-Learning Architectures; What Is Effective e-Courseware?; Learning in e-Learning; Chapter Reflection; Coming Next; Suggested Readings; Chapter 2 How Do People Learn from e-Courses?; Chapter Summary; How Do People Learn?; Managing Limited Cognitive Resources During Learning; How e-Lessons Affect Human Learning.
- What We Don't Know About LearningChapter Reflection; Coming Next; Suggested Readings; Chapter 3 Evidence-Based Practice; Chapter Summary; What Is Evidence-Based Practice?; Three Approaches to Research on Instructional Effectiveness; What to Look for in Experimental Comparisons; How to Interpret Research Statistics; How Can You Identify Relevant Research?; Boundary Conditions in Experimental Comparisons; Practical Versus Theoretical Research; What We Don't Know About Evidence-Based Practice; Chapter Reflection; Coming Next; Suggested Readings; Chapter 4 Applying the Multimedia Principle.
- Chapter SummaryDo Visuals Make a Difference?; Multimedia Principle: Include Both Words and Graphics; Some Ways to Use Graphics to Promote Learning; Psychological Reasons for the Multimedia Principle; Evidence for Using Words and Pictures; The Multimedia Principle Works Best for Novices; Should You Change Static Illustrations into Animations?; What We Don't Know About Visuals; Chapter Reflection; Coming Next; Suggested Readings; Chapter 5 Applying the Contiguity Principle; Chapter Summary; Principle 1: Place Printed Words Near Corresponding Graphics.
- Psychological Reasons for Contiguity Principle 1Evidence for Contiguity Principle 1; Principle 2: Synchronize Spoken Words with Corresponding Graphics; Psychological Reasons for Contiguity Principle 2; Evidence for Contiguity Principle 2; What We Don't Know About Contiguity; Chapter Reflection; Coming Next; Suggested Readings; Chapter 6 Applying the Modality Principle; Chapter Summary; Modality Principle: Present Words as Speech Rather Than On-Screen Text; Limitations to the Modality Principle; Psychological Reasons for the Modality Principle.
- Evidence for Using Spoken Rather Than Printed TextWhen the Modality Principle Applies; What We Don't Know About Modality; Chapter Reflection; Coming Next; Suggested Readings; Chapter 7 Applying the Redundancy Principle; Chapter Summary; Principle 1: Do Not Add On-Screen Text to Narrated Graphics; Psychological Reasons for the Redundancy Principle; Evidence for Omitting Redundant On-Screen Text; Principle 2: Consider Adding On-Screen Text to Narration in Special Situations; Psychological Reasons for Exceptions to the Redundancy Principle; Evidence for Including Redundant On-Screen Text.