ISBN: 9781118086162

Proven Guidelines for Consumers and Designers of Multimedia Learning InhaltsangabeAcknowledgments xviiIntroduction 11. e-Learning: Promise and Pitfalls 7What Is e-Learning 8Is e-Learning… Meer...

Proven Guidelines for Consumers and Designers of Multimedia Learning InhaltsangabeAcknowledgments xviiIntroduction 11. e-Learning: Promise and Pitfalls 7What Is e-Learning 8Is e-Learning Better 11The Promise of e-Learning 14The Pitfalls of e-Learning 19Inform and Perform e-Learning Goals 20e-Learning Architectures 22What Is Effective e-Courseware 23Learning in e-Learning 252. How Do People Learn from e-Courses 29How Do People Learn 31How e-Lessons Affect Human Learning 39What We Don’ t Know About Learning 443. Evidence-Based Practice 49What Is Evidence-Based Practice 50Three Approaches to Research on Instructional Effectiveness 51What to Look for in Experimental Comparisons 55How to Interpret No Effect in Experimental Comparisons 57How to Interpret Research Statistics 58How Can You Identify Relevant Research 61What We Don’ t Know About Evidence-Based Practice 624. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone 67Do Visuals Make a Difference 69Multimedia Principle: Include Both Words and Graphics 70Some Ways to Use Graphics to Promote Learning 74Psychological Reasons for the Multimedia Principle 78Evidence for Using Words and Pictures 79The Multimedia Principle Works Best for Novices 83Should You Change Static Illustrations into Animations 84What We Don’ t Know About Visuals 865. Applying the Contiguity Principle: Align Words to Corresponding Graphics 91Contiguity Principle 1: Place Printed Words Near Corresponding Graphics 93Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics 102Psychological Reasons for the Contiguity Principle 104Evidence for Presenting Printed Words Near Corresponding Graphics 106Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics 109What We Don’ t Know About Contiguity 1106. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 115Modality Principle: Present Words as Speech Rather Than On-Screen Text 117Limitations to the Modality Principle 119Psychological Reasons for the Modality Principle 121Evidence for Using Spoken Rather Than Printed Text 123When the Modality Principle Applies 128What We Don’ t Know About Modality 1297. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both 133Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics 135Psychological Reasons for the Redundancy Principle 137Evidence for Omitting Redundant On-Screen Text 139Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations 141Psychological Reasons for Exceptions to the Redundancy Principle 142Evidence for Including Redundant On-Screen Text 144What We Don’ t Know About Redundancy 1468. Applying the Coherence Principle: Adding Material Can Hurt Learning 151Coherence Principle 1: Avoid e-Lessons with Extraneous Audio 153Psychological Reasons to Avoid Extraneous Audio in e-Learning 156Evidence for Omitting Extraneous Audio 157Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics 159Psychological Reasons to Avoid Extraneous Graphics in e-Learning 160Evidence for Omitting Extraneous Graphics Added for Interest 161Evidence for Using Simpler Visuals 164Coherence Principle 3: Avoid e-Lessons with Extraneous Words 166Psychological Reasons to Avoid Extraneous Words in e-Learning 168Evidence for Omitt Author 200What We Don’ t Know About Personalization 20110. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts 205Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments 207Psychological Reasons for the Segmenting Principle 210Evidence for Breaking a Continuous Lesson into Bite-Size Segments 211Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts 212Psychological Reasons for the Pretraining Principle 214Evidence for Providing Pretraining in Key Concepts 216What We Don’ t Know About Segmenting and Pretraining 21811. Leveraging Examples in e-Learning 223What Are Worked Examples 224The Psychology of Worked Examples 227Evidence for the Benefi ts of Worked Examples 227Worked Example Principle 1: Fade from Worked Examples to Problems 229Worked Example Principle 2: Promote Self-Explanations 231Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations 234Worked Example Principle 4: Apply Multimedia Principles to Examples 235Worked Example Principle 5: Support Learning Transfer 239Design Guidelines for Far Transfer Worked Examples 240What We Don’ t Know About Worked Examples 24512. Does Practice Make Perfect 251What Is Practice in e-Learning 253The Paradox of Practice 255Practice Principle 1: Add Suffi cient Practice Interactions to e-Learning to Achieve the Objective 257Practice Principle 2: Mirror the Job 262Practice Principle 3: Provide Effective Feedback 263Practice Principle 4: Distribute and Mix Practice Among Learning Events 267Practice Principle 5: Apply Multimedia Principles 272Practice Principle 6: Transition from Examples to Practice Gradually 274What We Don’ t Know About Practice 27413. Learning Together Virtually 279What Is Collaborative Learning 280What Is Computer-Supported Collaborative Learning (CSCL) 284Some Generalizations About Collaboration 288CSCL Research Summaries 292Structured Controversy 300CSCL: The Bottom Line 303What We Don’ t Know About CSCL 30314. Who’ s in Control Guidelines for e-Learning Navigation 309Learner Control Versus Program Control 311Do Learners Make Good Instructional Decisions 315Learner Control Principle 1: Give Experienced Learners Control 319Learner Control Principle 2: Make Important Instructional Events the Default 322Learner Control Principle 3: Consider Adaptive Control 323Learner Control Principle 4: Give Pacing Control 327Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments 329What We Don’ t Know About Learner Control 33315. e-Learning to Build Thinking Skills 339Three Types of Thinking Skills 341Can Thinking Skills Be Trained 343Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills 344Thinking Skills Principle 2: Consider a Whole-Task Course Design 345Evidence for Whole-Task Instruction 351Thinking Skills Principle 3: Make Thinking Processes Explicit 355Thinking Skills Principle 4: Defi ne Job-Specifi c Thinking Processes 360Teaching Thinking Skills: The Bottom Line 363What We Don’ t Know About Teaching Thinking Skills 36416. Simulations and Games in e-Learning 369The Case for Simulations and Games 372What Are Simulations and Games 374Do Games and Simulations Teach 378Games and Simulations Principle 1: Matc Glossary 453List of Tables and Figures 475Name Index 487Subject Index 493About the Authors 501Pfeiffer Publications Guide 503 e-Learning and the Science of Instruction: InhaltsangabeAcknowledgments xviiIntroduction 11. e-Learning: Promise and Pitfalls 7What Is e-Learning 8Is e-Learning Better 11The Promise of e-Learning 14The Pitfalls of e-Learning 19Inform and Perform e-Learning Goals 20e-Learning Architectures 22What Is Effective e-Courseware 23Learning in e-Learning 252. How Do People Learn from e-Courses 29How Do People Learn 31How e-Lessons Affect Human Learning 39What We Don’ t Know About Learning 443. Evidence-Based Practice 49What Is Evidence-Based Practice 50Three Approaches to Research on Instructional Effectiveness 51What to Look for in Experimental Comparisons 55How to Interpret No Effect in Experimental Comparisons 57How to Interpret Research Statistics 58How Can You Identify Relevant Research 61What We Don’ t Know About Evidence-Based Practice 624. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone 67Do Visuals Make a Difference 69Multimedia Principle: Include Both Words and Graphics 70Some Ways to Use Graphics to Promote Learning 74Psychological Reasons for the Multimedia Principle 78Evidence for Using Words and Pictures 79The Multimedia Principle Works Best for Novices 83Should You Change Static Illustrations into Animations 84What We Don’ t Know About Visuals 865. Applying the Contiguity Principle: Align Words to Corresponding Graphics 91Contiguity Principle 1: Place Printed Words Near Corresponding Graphics 93Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics 102Psychological Reasons for the Contiguity Principle 104Evidence for Presenting Printed Words Near Corresponding Graphics 106Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics 109What We Don’ t Know About Contiguity 1106. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 115Modality Principle: Present Words as Speech Rather Than On-Screen Text 117Limitations to the Modality Principle 119Psychological Reasons for the Modality Principle 121Evidence for Using Spoken Rather Than Printed Text 123When the Modality Principle Applies 128What We Don’ t Know About Modality 1297. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both 133Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics 135Psychological Reasons for the Redundancy Principle 137Evidence for Omitting Redundant On-Screen Text 139Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations 141Psychological Reasons for Exceptions to the Redundancy Principle 142Evidence for Including Redundant On-Screen Text 144What We Don’ t Know About Redundancy 1468. Applying the Coherence Principle: Adding Material Can Hurt Learning 151Coherence Principle 1: Avoid e-Lessons with Extraneous Audio 153Psychological Reasons to Avoid Extraneous Audio in e-Learning 156Evidence for Omitting Extraneous Audio 157Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics 159Psychological Reasons to Avoid Extraneous Graphics in e-Learning 160Evidence for Omitting Extraneous Graphics Added for Interest 161Evidence for Using Simpler Visuals 164Coherence Principle 3: Avoid e-Lessons with Extraneous Words 166Psychological Reasons to Avoid Extraneous Words in e-Learning 168Evidence for Omitt Author 200What We Don’ t Know About Personalization 20110. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts 205Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments 207Psychological Reasons for the Segmenting Principle 210Evidence for Breaking a Continuous Lesson into Bite-Size Segments 211Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts 212Psychological Reasons for the Pretraining Principle 214Evidence for Providing Pretraining in Key Concepts 216What We Don’ t Know About Segmenting and Pretraining 21811. Leveraging Examples in e-Learning 223What Are Worked Examples 224The Psychology of Worked Examples 227Evidence for the Benefi ts of Worked Examples 227Worked Example Principle 1: Fade from Worked Examples to Problems 229Worked Example Principle 2: Promote Self-Explanations 231Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations 234Worked Example Principle 4: Apply Multimedia Principles to Examples 235Worked Example Principle 5: Support Learning Transfer 239Design Guidelines for Far Transfer Worked Examples 240What We Don’ t Know About Worked Examples 24512. Does Practice Make Perfect 251What Is Practice in e-Learning 253The Paradox of Practice 255Practice Principle 1: Add Suffi cient Practice Interactions to e-Learning to Achieve the Objective 257Practice Principle 2: Mirror the Job 262Practice Principle 3: Provide Effective Feedback 263Practice Principle 4: Distribute and Mix Practice Among Learning Events 267Practice Principle 5: Apply Multimedia Principles 272Practice Principle 6: Transition from Examples to Practice Gradually 274What We Don’ t Know About Practice 27413. Learning Together Virtually 279What Is Collaborative Learning 280What Is Computer-Supported Collaborative Learning (CSCL) 284Some Generalizations About Collaboration 288CSCL Research Summaries 292Structured Controversy 300CSCL: The Bottom Line 303What We Don’ t Know About CSCL 30314. Who’ s in Control Guidelines for e-Learning Navigation 309Learner Control Versus Program Control 311Do Learners Make Good Instructional Decisions 315Learner Control Principle 1: Give Experienced Learners Control 319Learner Control Principle 2: Make Important Instructional Events the Default 322Learner Control Principle 3: Consider Adaptive Control 323Learner Control Principle 4: Give Pacing Control 327Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments 329What We Don’ t Know About Learner Control 33315. e-Learning to Build Thinking Skills 339Three Types of Thinking Skills 341Can Thinking Skills Be Trained 343Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills 344Thinking Skills Principle 2: Consider a Whole-Task Course Design 345Evidence for Whole-Task Instruction 351Thinking Skills Principle 3: Make Thinking Processes Explicit 355Thinking Skills Principle 4: Defi ne Job-Specifi c Thinking Processes 360Teaching Thinking Skills: The Bottom Line 363What We Don’ t Know About Teaching Thinking Skills 36416. Simulations and Games in e-Learning 369The Case for Simulations and Games 372What Are Simulations and Games 374Do Games and Simulations Teach 378Games and Simulations Principle 1: Matc Glossary 453List of Tables and Figures 475Name Index 487Subject Index 493About the Authors 501Pfeiffer Publications Guide 503 Business & Management Training & Development Training u. Personalentwicklung Weiterbildung Wirtschaft u. Management, John Wiley & Sons<

2011, ISBN: 9781118086162

Praise for The Third Edition of e-Learning and the Science ofInstruction "If you design online learning, e-Learning and the Science ofInstruction is a 'must read.' Unlike all the pontific… Meer...

Praise for The Third Edition of e-Learning and the Science ofInstruction "If you design online learning, e-Learning and the Science ofInstruction is a 'must read.' Unlike all the pontificating andconjecture that's been published about elearning, this importantwork details the evidence-based findings that provide practicalguidelines for effective online instructional design. For me. Praise for The Third Edition of e-Learning and the Science ofInstruction "If you design online learning, e-Learning and the Science ofInstruction is a 'must read.' Unlike all the pontificating andconjecture that's been published about elearning, this importantwork details the evidence-based findings that provide practicalguidelines for effective online instructional design. For me, thisbook is the 'bible' of our profession."-Peter Orton, Ph.D, IBM Center for AdvancedLearning"The partnership between Ruth Clark and Richard Mayer in writingsuccessive editions of e-Learning and the Science ofInstruction has provided us with one of the most importantcollaborations in our discipline. Their ability to communicatecomplex concepts in clear, indeed sparkling prose is unrivalled. Ine-Learning and the Science of Instruction, we have a book foreveryone including students, professional instructional designersand researchers."-John Sweller, professor, School of Education, University of New South Wales"For the experienced instructional designer, having thissupportive research provides the rationale needed to obtainconsensus from a training development team."-David L. Bennett, senior training program developer, Northrop Grumman Shipbuilding"Graduate students, undergraduate students, or employeesresponsible for designing and developing educational software willbenefit from e-Learning and the Science of Instruction. Itopens your eyes to interesting ideas that you have never thought ofwhen designing an e-course."-Thair Hamtini, chairman of the computer informationsystems department, The University of Jordan eBooks, , E-Learning And The Science Of Instruction~~EBook~~9781118086162~~Richard E. Mayer, Ruth C. Clark, , E-Learning And The Science Of Instruction, Richard E. Mayer, 9781118086162, Wiley, 07/13/2011, , , , Wiley<

ISBN: 9781118086162

Praise for The Third Edition of e-Learning and the Science ofInstruction ´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontifi… Meer...

Praise for The Third Edition of e-Learning and the Science ofInstruction ´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontificating andconjecture that´s been published about elearning, this importantwork details the evidence-based findings that provide practicalguidelines for effective online instructional design. For me, thisbook is the ´bible´ of our profession.´´ --Peter Orton, Ph.D., IBM Center for AdvancedLearning ´´The partnership between Ruth Clark and Richard Mayer in writingsuccessive editions of e-Learning and the Science ofInstruction has provided us with one of the most importantcollaborations in our discipline. Their ability to communicatecomplex concepts in clear, indeed sparkling prose is unrivalled. Ine-Learning and the Science of Instruction, we have a book foreveryone including students, professional instructional designersand researchers.´´ --John Sweller, professor, School of Education,University of New South Wales ´´For the experienced instructional designer, having thissupportive research provides the rationale needed to obtainconsensus from a training development team.´´ --David L. Bennett, senior training program developer,Northrop Grumman Shipbuilding ´´Graduate students, undergraduate students, or employeesresponsible for designing and developing educational software willbenefit from e-Learning and the Science of Instruction. Itopens your eyes to interesting ideas that you have never thought ofwhen designing an e-course.´´ --Thair Hamtini, chairman of the computer informationsystems department, The University of Jordan Proven Guidelines for Consumers and Designers of Multimedia Learning eBook eBooks>Fremdsprachige eBooks>Englische eBooks>Sach- & Fachthemen>Wirtschaft, John Wiley & Sons Inc<

ISBN: 9781118086162

Praise for The Third Edition of e-Learning and the Science ofInstruction ´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontifi… Meer...

Praise for The Third Edition of e-Learning and the Science ofInstruction ´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontificating andconjecture that´s been published about elearning, this importantwork details the evidence-based findings that provide practicalguidelines for effective online instructional design. For me, thisbook is the ´bible´ of our profession.´´ --Peter Orton, Ph.D., IBM Center for AdvancedLearning ´´The partnership between Ruth Clark and Richard Mayer in writingsuccessive editions of e-Learning and the Science ofInstruction has provided us with one of the most importantcollaborations in our discipline. Their ability to communicatecomplex concepts in clear, indeed sparkling prose is unrivalled. Ine-Learning and the Science of Instruction, we have a book foreveryone including students, professional instructional designersand researchers.´´ --John Sweller, professor, School of Education,University of New South Wales ´´For the experienced instructional designer, having thissupportive research provides the rationale needed to obtainconsensus from a training development team.´´ --David L. Bennett, senior training program developer,Northrop Grumman Shipbuilding ´´Graduate students, undergraduate students, or employeesresponsible for designing and developing educational software willbenefit from e-Learning and the Science of Instruction. Itopens your eyes to interesting ideas that you have never thought ofwhen designing an e-course.´´ --Thair Hamtini, chairman of the computer informationsystems department, The University of Jordan Proven Guidelines for Consumers and Designers of Multimedia Learning eBook eBooks>Fremdsprachige eBooks>Englische eBooks>Sach- & Fachthemen>Wirtschaft, Wiley John + Sons<

ISBN: 9781118086162

Praise for The Third Edition of e-Learning and the Science ofInstruction´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontific… Meer...

Praise for The Third Edition of e-Learning and the Science ofInstruction´´If you design online learning, e-Learning and the Science ofInstruction is a ´must read.´ Unlike all the pontificating andconjecture that´s been published about elearning, this importantwork details the evidence-based findings that provide practicalguidelines for effective online instructional design. For me, thisbook is the ´bible´ of our profession.´´--Peter Orton, Ph.D., IBM Center for AdvancedLearning´´The partnership between Ruth Clark and Richard Mayer in writingsuccessive editions of e-Learning and the Science ofInstruction has provided us with one of the most importantcollaborations in our discipline. Their ability to communicatecomplex concepts in clear, indeed sparkling prose is unrivalled. Ine-Learning and the Science of Instruction, we have a book foreveryone including students, professional instructional designersand researchers.´´--John Sweller, professor, School of Education,University of New South Wales´´For the experienced instructional designer, having thissupportive research provides the rationale needed to obtainconsensus from a training development team.´´--David L. Bennett, senior training program developer,Northrop Grumman Shipbuilding´´Graduate students, undergraduate students, or employeesresponsible for designing and developing educational software willbenefit from e-Learning and the Science of Instruction. Itopens your eyes to interesting ideas that you have never thought ofwhen designing an e-course.´´--Thair Hamtini, chairman of the computer informationsystems department, The University of Jordan Proven Guidelines for Consumers and Designers of Multimedia Learning eBook eBooks>Fremdsprachige eBooks>Englische eBooks, John Wiley & Sons Inc<