By Ruth Colvin Clark, Richard E. Mayer(auth.)
Completely revised and up to date, this 3rd variation of the best-selling booklet deals a finished evaluate of multimedia studying for either clients and architects. The ebook includes layout ideas which are written to extend studying whereas debunking many well known theories approximately sturdy layout. The ebook additionally comprises the most up-tp-date study and contains new themes (e-learning for educators, new supply applied sciences, social media, and extra) and provides important instructions. The book’s many examples: create operating multimedia that tell the learn guidance; were replace to incorporate real-world reveal captures; expand rules to demonstrate their software to synchronous e-learning tools.Content:
Chapter 1 e?Learning: Promise and Pitfalls (pages 6–26):
Chapter 2 How Do humans study from e?Courses? (pages 28–46):
Chapter three Evidence?Based perform (pages 48–64):
Chapter four utilising the Multimedia precept: Use phrases and photographs instead of phrases on my own (pages 66–89):
Chapter five employing the Contiguity precept: Align phrases to Corresponding photos (pages 90–113):
Chapter 6 utilizing the Modality precept: current phrases as Audio Narration instead of On?Screen textual content (pages 114–130):
Chapter 7 utilizing the Redundancy precept: clarify Visuals with phrases in Audio OR textual content: no longer either (pages 132–149):
Chapter eight using the Coherence precept: including fabric Can damage studying (pages 150–176):
Chapter nine using the Personalization precept: Use Conversational type and digital Coaches (pages 178–203):
Chapter 10 making use of the Segmenting and Pretraining ideas: coping with Complexity via Breaking a Lesson into elements (pages 204–220):
Chapter eleven Leveraging Examples in e?Learning (pages 222–248):
Chapter 12 Does perform Make ideal? (pages 250–276):
Chapter thirteen studying jointly almost (pages 278–306):
Chapter 14 who is up to the mark? instructions for e?Learning Navigation (pages 308–336):
Chapter 15 e?Learning to construct considering talents (pages 338–367):
Chapter sixteen Simulations and video games in e?Learning (pages 368–398):
Chapter 17 employing the information (pages 400–424):
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Extra info for e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition
American Psychologist, 59(1), 14–19. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition by Ruth Colvin Clark and Richard E. Mayer Copyright © 2011 John Wiley & Sons, Inc. CHAPTER OUTLINE How Do People Learn? Learning with Technology What Is Learning and Instruction? Three Metaphors for Learning Principles and Processes of Learning Managing Limited Cognitive Resources During Learning How e-Lessons Affect Human Learning Methods for Directing Selection of Important Information Methods for Managing Limited Capacity in Working Memory Methods for Integration Methods for Retrieval and Transfer Summary of Learning Processes e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition by Ruth Colvin Clark and Richard E.
Change is at the center of learning. Second, the change is personal in that it takes place within the learner’s information processing system. A change in what the learner knows can include changes in facts, concepts, procedures, strategies, and beliefs. You can never directly see a change in someone’s knowledge so you have to infer that someone’s knowledge has changed by observing a change in his or her behavior. Third, the change in what someone knows is caused by an instructional episode—that is, by a person’s experience.
But you wonder if there is a learning theory with sufﬁcient detail to guide tactical decisions in e-learning design. Based on your own experience or intuition, which of the following options would you select? C h a p t e r 2 : H o w D o Pe o p l e L e a r n f r o m e - C o u r s e s ? 31 A. Online applications such as games, simulations, and social media are engaging and should be a central feature of all new e-learning initiatives. B. Online applications such as games, simulations, and social media may interfere with human learning processes and should be avoided.
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition by Ruth Colvin Clark, Richard E. Mayer(auth.)