WIKI: PART I

Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey

AET 541/E-learning

March 28, 2011

Garth Beerman

Terms

Multimedia principle – words and graphics

Static illustrations – drawings, charts, graphs, maps, or photos

Flash animations – video clips or moving animations

Polished color visuals – realistic, detailed pictures

Interpretive graphics – static frames with explanations

Terms

Contiguity principle – information and graphics separated

Personalization principle – conversational written text, effective on-screen coaches, visible authors

Segmenting principle – Breaking lessons into smaller chunks

Pretraining principle – Learners knowing key concepts

Worked examples – Step-by-step demonstration

Principles of Text & Graphics

Designers of E-Learning courseware must approach their task with a thorough understanding of how the human mind works during the learning process and which factors promote learning (Clark & Mayer, 2008).

Six Media Element Principles of Multimedia Instruction:

The Multimedia Principle The Contiguity Principle

The Modality Principle The Redundancy Principle

The Coherence Principle The Personalization Principle

Dissecting Principles of Text and Graphics

Principle Description Psychological Rationale ApplicationMultimedia Graphics with words can

improve learningThe theory of Dual Encoding suggests verbal and visual channels exist to promote encoding into long-term memory.

Graphics may be static or dynamic but must be congruent to the type of content presented.

Contiguity Effective placement of graphics can improve learning.

The human mind has limited working capacity.

Pair text and related graphic as closely together as possible to promote learning.

Modality Use of audio to explain complex visuals can improve learning.

The working memory is limited and can be expanded with opportunities incorporating phonetic and visual processing.

Audio features incorporated when visual overload is most likely.

Redundancy Presenting the content in words and audio that reads the exact same words can be counterproductive.

Overloading of dual channels often occurs when the graphic is explained through text on the screen and simultaneous narration.

Present words in text and through narration ONLY when there is no graphic information on the screen.

Coherence Use of extraneous visuals, text, and audio can depress learning.

Activates irrelevant prior knowledge or presents stimuli that disrupts coherent mental models- compromising the learner’s working memory

Implement “less is more” concept.Facilitate learning through cognitive interest vs. emotional interest.

Personalization Use of conversational tone and pedagogical agents can promote learner engagement.

Use of conversational tone and/or pedagogical agents stimulate embedded social conventions that allow the learner to invest more attention in the content.

Agent should serve as a valid contribution to instruction and text should reflect first and/or second person speakers.

Promoting ExamplesVisuals incorporated

with text Spoken words – audio narration

Worked examples

Pedagogical Agents- Online tutor

Promoting Examples

Break lessons into manageable pieces

Self-explanation questions

Conversational style of writing

Non-promoting Examples

Words without graphics Spoken words with static frames or

graphics can distort reality Avoid adding any material that does not

support the instructional goal. Avoid e-lessons with extraneous audio

Avoid e-lessons with extraneous graphics Avoid e-lessons with extraneous words

References

Clark, R. C., & Mayer, R. E. (2008). E-Learning and the

Science of

Instruction: Proven guidelines for consumer and

designer of

multimedia learning. (2nd ed.) San Francisco, CA:

Pfeiffer.