Wiki: Part I

1. Wiki: Part I Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey AET 541/E-learning March 28, 2011 Garth Beerman

2. 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

3. 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

4. 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

5. Dissecting Principles of Text and Graphics

6. Promoting Examples Visuals incorporated with text Spoken words – audio narration Pedagogical Agents - Online tutor Worked examples

7. Promoting Examples Self-explanation questions Break lessons into manageable pieces Conversational style of writing

8. 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

9. Audio In E-Learning • When the graphic is the focus of the words and both graphic and spoken words are presented simultaneously • When the learner is not a native speaker or familiar with the information, printed text may be necessary • Add narrating on-screen text when: there are no pictures, learner has ample time to process pictures and words • Learner is likely to have difficulty processing spoken words • Microphones • Software: Soundtrack Pro, Audacity • Podcasting • Audio formats: SyberWorks, Web Author • Technologies for audio in e-learning • Appropriate use for technologies • Enhanced learning through integration of audio • Effects of audio in the e-learning environment • Audio eliminates competition among visual elements that could otherwise depress learning and equalizes process distribution • Learning is maximized when cognitive channels auditory/verbal and visual/pictorial are activated • Minimizing overload of the learners channels, graphics serve as the focus of text when supplemented with narration in lieu of on-screen text • “Students who received narration and graphics performed better on solving transfer problems than did students who received on-screen text and graphics” (Clark & Mayer, 2008) • Spoken words added to text commits the learning into long term memory • Adding audio to text and the graphics emphasizes information to learner • Adding spoken words to graphics can be used for narration • Adding spoken words to text can help a learner that has a hard time reading • Adding spoken words and audio can assist the learner with the main idea

10. 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.