Download PDF by Ruth C. Clark: e-Learning and the Science of Instruction: Proven Guidelines
By Ruth C. Clark
Compliment for The 3rd version of e-Learning and the technology of Instruction"If you layout on-line studying, e-Learning and the technology of guide is a 'must read.' not like the entire pontificating and conjecture that is been released approximately elearning, this crucial paintings information the evidence-based findings that supply sensible directions for powerful on-line educational layout. For me, this ebook is the 'bible' of our profession."—Peter Orton, Ph.D., IBM heart for complicated Learning"The partnership among Ruth Clark and Richard Mayer in writing successive variations of e-Learning and the technological know-how of guide has supplied us with probably the most very important collaborations in our self-discipline. Their skill to speak advanced techniques in transparent, certainly gleaming prose is unrivalled. In e-Learning and the technological know-how of guideline, we've got a e-book for everybody together with scholars, expert educational designers and researchers."—John Sweller, professor, college of schooling, collage of recent South Wales"For the skilled tutorial dressmaker, having this supportive study presents the reason had to receive consensus from a coaching improvement team."—David L. Bennett, senior education software developer, Northrop Grumman Shipbuilding"Graduate scholars, undergraduate scholars, or staff chargeable for designing and constructing academic software program will take advantage of e-Learning and the technological know-how of guideline. It opens your eyes to fascinating principles that you've by no means considered while designing an e-course."—Thair Hamtini, chairman of the pc info structures division, The college of Jordan
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Additional info for e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource)
Without retrieval, all the other psychological processes are meaningless since it does us little good to have knowledge stored in long-term memory that cannot be applied later. For successful transfer, e-lessons must incorporate the context of the job in the examples and practice exercises so the new knowledge stored in long-term memory contains good retrieval hooks. For example, one multimedia exercise asks technicians to play a Jeopardy® game in which they recall facts about a new software system in response to clues.
In contrast, the troubleshooting exercise asks technicians to apply the new facts to a job-realistic situation. Chapters 11 and 12 on examples and practice in e-learning provide a number of guidelines with samples of ways multimedia lessons can build transferable knowledge in long-term memory. Summary of Learning Processes In summary, learning from e-lessons relies on four key processes. • First, the learner must focus on key graphics and words in the lesson to select what will be processed. • Second, the learner must rehearse this information in working memory to organize and integrate it with existing knowledge in long-term memory.
5 we show our Engagement Matrix, which includes two types of activity: behavioral and psychological. 5. The Engagement Matrix. Adapted from Stull and Mayer, 2007. indd 16 6/18/11 1:26:16 PM C h a p t e r 1 : e - L e a r n i n g : Pr o m i s e a n d Pi t f a l l s 17 action a learner takes during an instructional episode. Some examples of behavioral activities in e-learning include pressing the forward arrow, typing an answer in a response box, clicking on an option from a multiple-choice menu, verbally responding to an instructor’s question, selecting an action from a pull-down menu, or using text chat during a webinar.
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource) by Ruth C. Clark