E-Learning and the Science of Instruction Proven Guidelines for Consumers and Designers of Multimedia Learning
"This edition includes 3 new chapters focused on evidence regarding signaling in e-Learning, video-based instruction, and immersive virtual reality platforms. The 21 chapters summarized in the table that follows are grouped into five sections. You may choose to read the chapters in order or if...
| Otros Autores: | , |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Hoboken, New Jersey :
Wiley
[2024]
|
| Edición: | Fifth edition |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009811322206719 |
Tabla de Contenidos:
- Cover Page
- Title Page
- Copyright Page
- Contents
- Preface
- Part 1 Foundations of e-Learning and the Science of Instruction
- Chapter 1 e-Learning: Promise and Pitfalls
- What Is e-Learning?
- Synchronous and Asynchronous e-Learning
- Six e-Learning Formats
- The Evolution of e-Learning for Training
- Is e-Learning Better?
- The Promise of e-Learning
- Promise 1: Rich Multimedia
- Promise 2: Customization
- Promise 3: Engagement and Feedback
- Promise 4: Acceleration of Expertise Through Scenarios
- Promise 5: Collaborative Learning
- The Pitfalls of e-Learning
- Pitfall 1: Too Much of a Good Thing
- Pitfall 2: Not Enough of a Good Thing
- Pitfall 3: Misplaced Training
- Pitfall 4: Technology Fads
- e-Learning Architectures
- Twenty Years Later
- Chapter Reflection
- Coming Next
- Suggested Readings
- Chapter 2 How People Learn from e-Courses
- How Do People Learn?
- Taking a Learner-Centered Approach to Learning with Technology
- What Is Learning and Instruction?
- Three Metaphors for Learning
- Principles and Processes of Learning
- Guiding the Learner's Cognitive Processing During Learning
- Selecting Information
- Organizing Information
- Integrating Information
- Core Goals for Instructional Design in e-Learning
- Minimize Extraneous Processing
- Manage Essential Processing
- Foster Generative Processing
- How e-Lessons Affect Learning
- Methods for Helping Learners Focus on Important Information During e-Learning
- Methods for Helping Learners Cope with Limited Capacity in Working Memory
- Methods for Helping Learners Make Sense of the Presented Material
- Methods for Helping Learners Develop Positive Feelings and Social Connections
- Methods for Helping Learners Prepare for Retrieval and Transfer
- Summary of Learning Processes
- What We Don't Know About Learning
- Chapter Reflection.
- Coming Next
- Suggested Readings
- Chapter 3 Evidence-Based Practice
- What Is Evidence-Based Practice?
- Rationale for Evidence-Based Practice
- Three Approaches to Research on Instructional Effectiveness
- What to Look for in Experimental Comparisons
- Random Assignment
- Experimental Control
- Appropriate Measures
- Supplemental Criteria
- What Are Boundary Conditions?
- What Is a Meta-Analysis?
- Limits of Experimental Research
- Where Can You Find Relevant Research?
- The Evolution of Evidence-Based Practice
- What We Don't Know About Evidence-Based Practice
- Chapter Reflection
- Coming Next
- Suggested Readings
- Part 2 How to Leverage Visuals and Words in e-Learning
- Chapter 4 Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone
- Do Visuals Make a Difference?
- Multimedia Principle: Include Both Words and Graphics
- Why Use Words and Graphics?
- Select Graphics that Support Learning
- Some Ways to Use Graphics to Promote Learning
- Graphics as Content Organizers
- Graphics to Show Quantitative Relationships
- Graphics as Lesson Interfaces
- Psychological Reasons for the Multimedia Principle
- Evidence for Using Words and Pictures
- The Multimedia Principle Is Resilient
- Learners Often Misjudge the Value of Graphics
- The Multimedia Principle Works Best for Novices
- Should You Change Static Illustrations into Animations?
- When to Use Animations
- Use Animations to Illustrate Complex Visual Changes
- Use Animations to Demonstrate Hands-On Procedures
- Use Animations as Interpretive Graphics
- Animations: The Bottom Line
- How to Optimize Learning from Graphics
- Lesson-Focused Methods
- Learner-Focused Methods
- What We Don't Know About Visuals
- Chapter Reflection
- Coming Next
- Suggested Readings.
- Chapter 5 Applying the Contiguity Principle: Align Words to Corresponding Graphics
- Spatial Contiguity Principle: Place Printed Words near Corresponding Graphics
- Violations of Spatial Contiguity
- Placing Text Caption Below Corresponding Graphic
- Placing a Legend Under or to the Side of Corresponding Chart
- Separating Text and Graphic on Scrolling Screens
- Displaying Feedback on a Separate Screen from Questions or Responses
- Displaying Linked Windows on Top of Corresponding Content
- Displaying Exercise Directions Separate from the Exercise
- Displaying Text in a Separate Window with Animations or Video
- Psychological Reasons for the Spatial Contiguity Principle
- Evidence for the Spatial Contiguity Principle
- Meta-Analytic Evidence
- Eye Tracking Evidence
- Boundary Conditions for Spatial Contiguity
- Spatial Contiguity and Visual Cues
- Promoting Spatial Contiguity with Augmented Reality
- Temporal Contiguity Principle: Synchronize Spoken Words with Corresponding Graphics
- Separating Graphics and Narration Through Icons
- Separating Graphics and Narration in a Continuous Presentation
- Psychological Reasons for the Temporal Contiguity Principle
- Evidence for the Temporal Contiguity Principle
- Core Evidence
- Boundary Conditions for Temporal Contiguity
- Exceptions to Temporal Contiguity
- What We Don't Know About Contiguity
- Chapter Reflection
- Coming Next
- Suggested Readings
- Chapter 6 Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention
- What Is Signaling?
- How Does Signaling Work?
- Eye Tracking and Attention
- Evidence for the Benefits of Signaling
- Principle 1: Use Text Summaries and Headers to Signal Learning Content
- Principle 2: Use Text Phrases to Explicitly Direct Attention to Relevant Content
- Principle 3: Use Emphasis Cues Such as Color and Intonation.
- Principle 4: Use Graphic Cues Such as Arrows and Pointers
- Principle 5: Use Anti-Cueing in Animations to Signal Less Salient Visual Elements in Animations
- Signaling: The Bottom Line
- What We Don't Know About Signaling
- Chapter Reflection
- Coming Next
- Suggested Readings
- Chapter 7 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text
- Modality Principle: Present Words as Speech Rather Than On-Screen Text
- Psychological Reasons for the Modality Principle
- Evidence for Using Spoken Rather Than Printed Text
- Evidence from a Naturalistic Setting
- Eye Tracking Evidence
- Meta-Analytic Evidence
- When Audio Is Not Effective: Boundary Conditions for the Modality Principle
- Use Printed Text for Second-Language Learners
- Use Printed Text When Explanations Are Lengthy and Complex
- Use Printed Text When the Instruction Is Self-Paced
- Use Printed Text for Recognition or Recall Learning Rather Than Transfer
- Use Printed Text When Learners Need Access to Content over Time
- Summary of Boundary Conditions for the Modality Principle
- What We Don't Know About Modality
- Chapter Reflection
- Coming Next
- Suggested Readings
- Chapter 8 When to Add Text to Audio Narration: Applying the Redundancy Principle
- What Is the Redundancy Principle?
- Psychological Reasons for the Redundancy Principle
- Evidence for Omitting Redundant On-Screen Text
- Add On-Screen Text to Narration in Special Situations
- Add On-Screen Text for Learning in a Second Language or When Words Are Unfamiliar
- Add On-Screen Text That Includes Only a Few Key Words from the Audio Narration
- Add On-Screen Text When Learners Have Plenty of Cognitive Resources Available
- Add On-Screen Text When There Are No Graphics
- The Bottom Line
- What We Don't Know About Redundancy
- Chapter Reflection
- Coming Next.
- Suggested Readings
- Chapter 9 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning
- 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
- Meta-Analytic Evidence
- Boundary Conditions for Seductive Details
- Evidence for Using Simpler Visuals
- Can Interesting Graphics Ever Be Helpful? Guidelines for Emotional Design
- What Is Emotional Design?
- Principle 3: Avoid e-Lessons with Extraneous Audio
- Psychological Reasons to Avoid Extraneous Audio in e-Learning
- Evidence for Omitting Extraneous Audio
- Evidence Against Background Music
- Evidence Against Environmental Sounds
- What We Don't Know About Coherence
- Chapter Reflection
- Coming Next
- Suggested Readings
- Part 3 How to Promote Skill Building in e-Learning
- Chapter 10 Engagement in e-Learning: Activities for Promoting Generative Learning
- What Is Engagement?
- Engagement and Generative Processing
- Behavioral Versus Psychological Engagement
- When Behavioral Engagement Impedes Learning
- When an Activity Imposes Too Much Extraneous Mental Load
- When an Activity Results in Inaccurate Learner Representations
- When an Activity Promotes Shallow Processing of Lesson Content
- Three Engagement Activities That Can Promote Generative Processing
- Self-Explanation Assignments
- Teach-Back Assignments
- Drawing Assignments
- The Bottom Line to Engagement in e-Learning.
- What We Don't Know About Generative Learning.
