E-Learning and the Science of Instruction by Clark, Ruth C. -- Read -- Imperial Library of Trantor

Index

Cover About This Book Title page Copyright Dedication Acknowledgments Introduction Chapter 1 e-Learning

Chapter Summary What Is e-Learning? Is e-Learning Better? The Promises of e-Learning The Pitfalls of e-Learning Inform and Perform e-Learning Goals e-Learning Architectures What Is Effective e-Courseware? Learning in e-Learning Chapter Reflection Coming Next Suggested Readings

Chapter 2 How Do People Learn from e-Courses?

Chapter Summary How Do People Learn? Managing Limited Cognitive Resources During Learning How e-Lessons Affect Human Learning What We Don’t Know About Learning Chapter Reflection Coming Next Suggested Readings

Chapter 3 Evidence-Based Practice

Chapter Summary What Is Evidence-Based Practice? Three Approaches to Research on Instructional Effectiveness What to Look for in Experimental Comparisons How to Interpret Research Statistics How Can You Identify Relevant Research? Boundary Conditions in Experimental Comparisons Practical Versus Theoretical Research What We Don’t Know About Evidence-Based Practice Chapter Reflection Coming Next Suggested Readings

Chapter 4 Applying the Multimedia Principle

Chapter Summary Do Visuals Make a Difference? Multimedia Principle: Include Both Words and Graphics Some Ways to Use Graphics to Promote Learning Psychological Reasons for the Multimedia Principle Evidence for Using Words and Pictures The Multimedia Principle Works Best for Novices Should You Change Static Illustrations into Animations? What We Don’t Know About Visuals Chapter Reflection Coming Next Suggested Readings

Chapter 5 Applying the Contiguity Principle

Chapter Summary Principle 1: Place Printed Words Near Corresponding Graphics Psychological Reasons for Contiguity Principle 1 Evidence for Contiguity Principle 1 Principle 2: Synchronize Spoken Words with Corresponding Graphics Psychological Reasons for Contiguity Principle 2 Evidence for Contiguity Principle 2 What We Don’t Know About Contiguity Chapter Reflection Coming Next Suggested Readings

Chapter 6 Applying the Modality Principle

Chapter Summary Modality Principle: Present Words as Speech Rather Than On-Screen Text Limitations to the Modality Principle Psychological Reasons for the Modality Principle Evidence for Using Spoken Rather Than Printed Text When the Modality Principle Applies What We Don’t Know About Modality Chapter Reflection Coming Next Suggested Readings

Chapter 7 Applying the Redundancy Principle

Chapter Summary Principle 1: Do Not Add On-Screen Text to Narrated Graphics Psychological Reasons for the Redundancy Principle Evidence for Omitting Redundant On-Screen Text Principle 2: Consider Adding On-Screen Text to Narration in Special Situations Psychological Reasons for Exceptions to the Redundancy Principle Evidence for Including Redundant On-Screen Text What We Don’t Know About Redundancy Chapter Reflection Coming Next Suggested Readings

Chapter 8 Applying the Coherence Principle

Chapter Summary Principle 1: Avoid e-Lessons with Extraneous Words Psychological Reasons to Avoid Extraneous Words in e-Learning Evidence for Omitting Extraneous Words Added for Interest Evidence for Omitting Extraneous Words Added to Expand on Key Ideas Evidence for Omitting Extraneous Words Added for Technical Depth Principle 2: Avoid e-Lessons with Extraneous Graphics Psychological Reasons to Avoid Extraneous Graphics in e-Learning Evidence for Omitting Extraneous Graphics Added for Interest Evidence for Using Simpler Visuals Can Interesting Graphics Ever Be Helpful? Principle 3: Avoid e-Lessons with Extraneous Audio Psychological Reasons to Avoid Extraneous Audio in e-Learning Evidence for Omitting Extraneous Audio What We Don’t Know About Coherence Chapter Reflection Coming Next Suggested Readings

Chapter 9 Applying the Personalization and Embodiment Principles

Chapter Summary Personalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine Voice Psychological Reasons for the Personalization Principle Promote Personalization Through Conversational Style Promote Personalization Through Polite Speech Promote Personalization Through Voice Quality Embodiment Principle: Use Effective On-Screen Coaches to Promote Learning Implications for e-Learning What We Don’t Know About Personalization and Embodiment Chapter Reflection Coming Next Suggested Readings

Chapter 10 Applying the Segmenting and Pretraining Principles

Chapter Summary Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments Psychological Reasons for the Segmenting Principle Evidence for Breaking a Continuous Lesson into Bite-Size Segments Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts Psychological Reasons for the Pretraining Principle Evidence for Providing Pretraining in Key Concepts What We Don’t Know About Segmenting and Pretraining Chapter Reflection Coming Next Suggested Readings

Chapter 11 Engagement in e-Learning

Chapter Summary What Is Engagement? When Behavioral Engagement Impedes Learning Engagement That Leads to Generative Processing A New View of Engagement What We Don’t Know About Engagement Chapter Reflection Coming Next Suggested Readings

Chapter 12 Leveraging Examples in e-Learning

Chapter Summary What Are Worked Examples? The Psychology of Worked Examples Evidence for the Benefits of Worked Examples Principles to Optimize Benefits of Worked Examples Principle 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is High Principle 2: Fade from Worked Examples to Problems Principle 3: Promote Self-Explanations Principle 4: Include Instructional Explanations of Worked Examples in Some Situations Principle 5: Apply Multimedia Principles to Examples Principle 6: Support Far Transfer What We Don’t Know About Worked Examples Chapter Reflection Coming Next Suggested Readings

Chapter 13 Does Practice Make Perfect?

Chapter Summary What Is Practice in e-Learning? Is Practice a Good Investment? Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective Principle 2: Mirror the Job Principle 3: Provide Effective Feedback Principle 4: Distribute and Mix Practice Among Learning Events Principle 5: Apply Multimedia Principles What We Don’t Know About Practice Coming Next Suggested Readings

Chapter 14 Learning Together Virtually

Chapter Summary What Is Collaborative Learning? What Is Computer-Supported Collaborative Learning (CSCL)? Principle 1: Consider Collaborative Assignments for Challenging Tasks Principle 2: Optimize Group Size, Composition, and Interdependence Principle 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal Principle 4: Use Collaborative Tool Features That Optimize Team Processes and Products Principle 5: Maximize Social Presence in Online Collaborative Environments Principle 6: Use Structured Collaboration Processes to Optimize Team Outcomes What We Don’t Know About Collaborative Learning Coming Next Suggested Readings

Chapter 15 Who’s in Control?

Chapter Summary Learner Control Versus Program Control Do Learners Make Good Instructional Decisions? Principle 1: Give Experienced Learners Control Principle 2: Make Important Instructional Events the Default Principle 3: Consider Alternative Forms of Learner Control Principle 4: Give Pacing Control to All Learners Principle 5: Offer Navigational Support in Hypermedia Environments The Bottom Line What We Don’t Know About Learner Control Coming Next Suggested Readings

Chapter 16 e-Learning to Build Thinking Skills

Chapter Summary What Are Thinking Skills? Can Thinking Skills Be Trained? Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills Principle 2: Design Lessons Around Authentic Work Tasks or Problems Evidence for Problem-Focused Instruction Principle 3: Define Job-Specific Thinking Processes What We Don’t Know About Teaching Thinking Skills Coming Next

Chapter 17 Learning with Computer Games

Chapter Summary Do Games Have a Place in the Serious Business of Training? Which Features Improve a Game’s Effectiveness? Does Game Playing Improve Cognitive Skills? Are Games More Effective Than Conventional Media? What We Don’t Know About Learning with Computer Games Coming Next Suggested Readings

Chapter 18 Applying the Guidelines

Chapter Summary Applying the Evidence-Based Guidelines to e-Courses e-Lesson Guidelines Checklist Review of Sample 1: Excel for Small Business Review of Sample 2: Synchronous Excel Lesson Review of Sample 3: Automotive Troubleshooting Simulation Reflections on Past Predictions Beyond 2016 in Multimedia Research In Conclusion

References Glossary Name Index Subject Index About the Authors EULA

← Prev
Back
Next →

← Prev
Back
Next →