Chapter 1 & 2 Reflections
CHAPTER 1 e-Learning
CHAPTER 2 How Do People Learn from e-Courses?
Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter 4 Reflection
CHAPTER 4 Applying the Multimedia Principle Use Words and Graphics Rather Than Words Alone
Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter 5 & 6 Reflections
CHAPTER 5 Applying the Contiguity Principle Align Words to Corresponding Graphics
CHAPTER 6 Applying the Modality Principle Present Words as Audio Narration Rather Than On Screen Text
Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter 7 & 8 Reflections
CHAPTER 7 Applying the Redundancy Principle Explain Visuals with Words in Audio OR Text But Not Both
CHAPTER 8 Applying the Coherence Principle Adding Extra Material Can Hurt Learning
Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter 9 Reflection
CHAPTER 9 Applying the Personalization and Embodiment Principles Use Conversational Style, Polite Wording, HumanClark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter 10 & 12 Reflections
CHAPTER 10 Applying the Segmenting and Pretraining Principles Managing
CHAPTER 12 Leveraging
Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Incorporated, 2016.
Chapter Reflections
E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
by Ruth C. Clark and Richard E. Mayer
Chapter 1 Reflection
Perfect Execution
E-learning is digital instruction with an emphasis on learning. Nevertheless, the purpose of instruction is to support individual learning or corporate performance objectives. Self-directed (asynchronous) and instructor-led (synchronous) e-learning fall within the scope of our offerings (synchronous e-learning). There are two sorts of e-learning: courses aiming to educate and courses geared to develop specific job-related skills (perform courses). The benefits of these new technologies are contingent upon their utilization to assist cognitive learning and instructional design principles. When technophiles are so enamored with cutting-edge technology that they disregard human brain limitations, technology may not be able to facilitate learning. Effective e-learning courseware employs instructional tactics that facilitate rather than inhibit the learning processes of humans. In addition to the familiarity or novelty of the learner's skills, other contextual elements (technical, cultural, and pragmatic) determine the most effective methods. This chapter defines e-learning and highlights its potential benefits and challenges.
Chapter 2 Reflection
A Real Success
The second chapter focuses on how the human mind learns by examining how learning works and providing a more in-depth account of how education might be planned in light of learning barriers. We focus on three instructional goals based on cognitive theories of how people learn:
Minimize extraneous processing (cognitive processing unrelated to the instructional goal).
Manage necessary processing (cognitive processing to represent the critical material mentally).
Encourage generative processing (deeper processing).
Designing branching scenarios can be difficult. Thankfully, Twine's simple application makes it simple to create and produce the scenario. I examined "Learning Zeko," an example branching scenario, to explain Twine's fundamental features and make a point regarding scenario-based training. I was immediately immersed in the action that taught me each word in context. The scenario-based training prevents inefficient in-head translation and provides your brain with a more effective way to store information, like images or scenes from a story.
Chapter 4 Reflection
A Real Success
Graphics have been used effectively in e-learning; specifically, instructional content that includes graphics and text appeals to novice language learners. For example, animations could demonstrate or interpret vocabulary, grammar, and functional and situational dialogues. In complex animations, visual cues point to essential elements. Organizational graphics depict the relationships between ideas or lesson topics and where elements fit into a more extensive system. How-to videos, for example, use transformational visuals to depict changes over time.
Factors:
Decide which graphics are "must-haves" and which are "good to haves" before allocating resources. The "nice to haves" (such as extra material) are ruthlessly reduced, and solutions for the "must-haves" are brainstormed before they are put into production.
Five minutes of your time can save you numerous hours of trial and error, hundreds of dollars in additional expenses, and countless stressful moments as the development process nears its conclusion.
To save time and money, find and utilize existing information, media, and learning resources.
Create a Graphics Toolkit and map out the features that will be most frequently employed.
Instructional goals:
Inspire students’ curiosity about other countries' cultures, languages, and people.
Motivating students with authentic content
Experiencing the other country firsthand.
Chapter 5 & 6 Reflections
Perfect Execution
Multimedia Principle: Includes Text and Visuals
Based on cognitive theory and research findings, it is advised that e-learning courses incorporate both text and images, as opposed to just text. By words, we refer to the printed text (that is, words displayed on a computer screen that people read) and spoken text (that is, words presented as speech that people listen to through earphones, speakers, or telephone). By graphics, we refer to static illustrations such as drawings, charts, graphs, and photographs and dynamic graphics such as animation and video. As displayed are Procreate-created examples of illustrative and organizational graphics (How to appreciate and Bloom's taxonomy, respectively).
Chapter 7 & 8 reflections
Exceptional Achievement
Most asynchronous e-learning courses have navigation arrows to let learners go forward and backward. The learning styles hypothesis may affect redundancy. Redundancy is especially noticeable in system-controlled, target-audience-familiar multimedia programs with plenty of on-screen text. Fast-paced videos can overwhelm non-native speakers with repeated written and spoken material. Subtitles may be helpful if the course is slow or if students can manage the speed. Narration, visuals, text, and navigational control are most helpful for these kids. Graphics are described with audio narration, not contemporaneous narrative and redundant text. Text can be narrated without graphics. When unfamiliar words are on-screen, they are narrated.
Chapter 9 Reflection
Perfect Execution
Based on the cognitive theory and research presented in this chapter, it may be worthwhile to consider the role of animated pedagogical agents as learning aids. Agents must not look realistic but must serve a valid instructional purpose.
When applying the personalization principle, it is always helpful to consider the audience and the cognitive consequences of your script—you want to write with enough informality to make the learners feel as if they are interacting with a conversational partner, but not so much that the learner is distracted or the material is undermined. Implementing the personalization principle should only result in a minor change in the lesson; a lot can be accomplished with a few first and second-person pronouns or a friendly comment.
Chapter 10 & 12 Reflections
A Real Success
I would apply the segmenting and pretraining ideas to the grammar lessons I teach. The learner can engage in necessary processing without overwhelming his or her cognitive system if the lesson is segmented (i.e., broken down into more manageable segments) and pretraining is supplied (that is, the learner is given prior training in the names and characteristics of critical concepts). This enables the learner to do fundamental cognitive processing.
Multimedia Artifacts
Multimedia artifacts demonstrate how digital media may best support the learning, development, and extension of skills in multimedia authoring, digital images/audio/video, and interactive web development, as well as the application of these abilities to the creation of original educational resources.
A Real Success
WORLD 315 Tokyo Story and To Live
PechaKucha Presentation will highlight the themes of the films "Tokyo Story" and "To Live" by Yasujiro Ozu and Akira Kurosawa, respectively.
Genki 1 3e Lesson 6 Te-forms
In this worked example video, we discuss Genki 1 Lesson 6, which is an overview of the te-form of verbs. The video contains embedded EdPuzzle https://edpuzzle.com/ questions.
