LEARNING

e-Learning and the science of instruction: Proven guidelines for consumers and

designers of multimedia learning-ch1&2Clark, R. C. & Mayer, R. E. (2002)

Advisor: Ming-Puu ChenReporter: Chia-Yen Feng

Chapter 1e-Learning promise ＆ pitfalls

Outline

• Definition of e-Learning

• A description of different types of e-Learning

• Potential benefits and drawbacks to e-Learning

What is e-Learning?• What

– Includes content (information)

– Uses instructional methods (techniques)

• How– Uses media elements

• Why– Builds new knowledge and skills

how What & Why

e - Learning

e-Learning development process

• Performance analysis– Help meet important organizational goals by filling a gap in knowledge

and skills– e-learning is the best delivery solution

• Defining e-Learning content– Job or content analysis– Content types

• Fact, concept, process, procedures, principles

• Design– Create a course blueprint

• Development• Testing & implementation

– Defining the instructional methods & media elements– How delivery platforms influence instructional methods and media

elements

Five types of content in e-Learning

• Fact– Specific and unique data or instance

• Concept– A category that includes multiple examples

• Process– A flow of events or activities

• Procedure– Take performed with step-by-step actions

• Principle– Task perform by adopting guidelines

e-Learning goals

• Inform programs– Build awareness or provides information

• Perform programs– Build specific skills – Two types

• Procedural (near transfer,相似性轉移 )• Principle-based (far transfer,差別性轉移 )

Is e-Learning better? Media comparison research

• The hundreds of media comparison studies have shown no difference in learning

• All the media comparison research is that it’s not the medium the instructional methods that cause learning

• Each medium offers unique opportunities to deliver instructional method effectively support human learning

What make e-Learning unique?

• Practice with feedback– Responds with hints or feedback supporting

immediate correction or errors

• Collaboration in self-study– There is a growing research base on the

benefits of learning together versus solo

• Use of simulation to accelerate expertise

e-Learning : the pitfalls• Failure to base e-Learning on job analysis

– Lessons do not build knowledge and skills that transfer to the job

• Failure to accommodate human learning processes( human learning limits and strengths)– Lesson overload cognitive process and learning is

disrupted• E-learning dropout

– Learner do not complete their instruction

What is good e-Courseware• Training goals

– Inform student, perform procedure, perform principle

• Learner difference (the prior knowledge)– Instructional methods appropriate to the learner’s

characteristics( e.g learning styles, prior knowledge)

• Training environment– Technical constraint

– Cultural factors

– Pragmatic constraint (e.g. budge, time, management expectations)

Three types of e-Learning

• Receptive: information acquisition– Receptive instruction (show-and-tell)– Include lots of information with limited practice opportunities – Designed for inform goals

• Directive: response strengthening– Directive instruction (show-and -do)– Require frequent responses from learners with immediate

feedback– Drill and practice– Designed for perform-procedure goals

• Guided discovery: knowledge construction– Provide job-realistic problems and supporting resources– Designed for perform-principle goals

Chapter2 how people learn from e-Course

Outline

• How do people learn

• How e-Lessons affect human learning

• What is good research

How do people learn?(1/3)

•Two channels ： visual & auditory•Limited capacity for processing information•Learning occurs by active processing in memory information•New knowledge and skills retrieved form LTMtransfer to job

How do people learn?(2/3)

•The center of cognition since all active thinking take places there•A limited of capacity memory

How do people learn?(3/3)

•Encoding•Rehearsal•retrieval

How e-lessons affect human learning (1/2)

• Selection of the importance information in the lesson

• Management of the limited capacity in working memory to allow the rehearsal needed for learning

– Coherence principle (ch7)

• Methods for integration

– Contiguity principle (ch4)

How e-lessons affect human learning (2/2)

• Methods for retrieval and transfer

• Methods for metacognitive monitoring– Management of all of these process via

metacognitive skills

– Self-check: to asses oneself skill acquisition

Summary of learning processes

• Focus on key graphics and words in the lesson to select what will be processed

• Rehearse information in working memory to organize and integrate it with existing knowledge in LTM apply cognitive load reduction tecniques

• New knowledge stored in LTM must be retrieved back on the jobtransfer of learning

• Metacognitive skills manage and adjust these processes

What is good research?

• Informal studies (observational studies)– Conclusion bases on feedback from and

observations of students

• Controlled studies (experimental studies)– Conclusion bases on outcome comparison of

randomly assigned participants to groups with different treatments

• Clinical trials (controlled field testing)– Conclusion bases on outcome of lessons taken in

actual learning settings

How can you identify relevant research

• How similar are the learners in the research study to your learner?

• Are the conclusions based on an experimental research design?

• Are the experimental results replicated?

• Is learning measured by tests that measure application?

• Does the data analysis reflect statistical significance as well as practical significance?

Interpretation of research statistics

• Means

• Standard deviation– High averages and low SD

• Probability

• Effect size