Book Chapter Review
Chapter 18 – Applying the Guidelines- from the Book: E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rded.) by Clark, R.C., & Mayer, R. E. (2011). This chapter consolidates all the guidelines that were presented in the previous chapters of the book and how they should be applied. Three (3) e-learning lessons are presented in this chapter to show how these guidelines are being applied or violated. Two of the samples reflect a directive architecture for teaching Excel skills—one asynchronous and the other synchronous. The third sample is a simulation based on a guided discovery architecture designed to give automotive technicians practice in troubleshooting. Lesson 1 uses an asynchronous e-Lesson on Excel for Small Business. This lesson is designed to help small business owners use spreadsheets, including identifying cells and using formulas for common calculations. It is recommended that for most workforce learning applications, designers should rely on higher‐level application questions. It is also a good practice to separate the practice directions and input boxes from the spreadsheet, requiring the learner to expend mental effort integrating the two. It is also suggested to provide an explanation for all response options to improve learning. However, praising the student of their accomplishment may draw attention to the ego rather than the task. Research on feedback recommends that praise be avoided in lieu of explanations that focus on the task or process. Lesson 2 uses a Synchronous e-Lesson on excel on how to use excel formulas. In this sample lesson, the authors showed how to properly use the guidelines in order to achieve learning in a synchronous environment. Because the class proceeds under instructor rather than learner control, it is especially critical to apply all guidelines that reduce extraneous mental load. It is recommended that lesson designers should create effective visuals to project on the whiteboard that will be described verbally by the instructor applying the multimedia and modality principles. The instructor should use a conversational tone and language and incorporate participant audio to apply personalization. Skill-building classes can apply all of our guidelines for faded worked examples and effective practice exercises. The presence of multiple participants in the virtual sessions lends itself to collaborative projects. Most virtual classroom tools offer breakout rooms in which small teams can carry out assignments. As with asynchronous e-learning, instructors should minimize irrelevant visual effects, stories, themes, or audio in accordance with the coherence principle. Lesson 3 presents an automotive troubleshooting simulation. In this lesson, the authors presented a simulation-designed activity to give experienced automotive technicians compressed opportunities to practice unusual troubleshooting situations. This lesson applies most guidelines applicable to e‐learning to build thinking skills. By situating the learner in a typical automotive shop, he has virtual access to the tools and resources he would have on the job. The goal, rules, activities, and feedback of the simulation are all aligned to the desired learning outcome, that is, to promote an efficient troubleshooting process to identify and correct the failure. Learners can see a map of their steps and compare it with an expert approach. Thus, the lesson focuses not only on finding the correct answer but on how the answer is derived. Since the structure of the case study is guided discovery, it emphasizes learning during problem solving. Regarding navigation, there is a high level of learner control. Overall, this course offers a good model for simulation environments designed for workers with relevant back- ground knowledge and experience. This whole chapter is important because it gives a summary of the unique promises and pitfalls inherent in digital technology for instruction. The guidelines and evidence that are described in this chapter are good resources that minimizes the pitfalls and optimizes the promise of multi-media learning. The knowledge that I learned in this chapter is helpful for me particularly in designing my ISD Project. I learned that in lessons that support audio, best learning will result from concise informal narration of relevant graphics. I will try to incorporate this idea in my ISD Project in order to produce better learning outcomes. I also learned that in situations that does not require audio, best learning will result from concise informal written explanations of relevant graphics in which the corresponding text and graphic are placed near each other on the screen. In all cases, learning of novices is best promoted by dividing content into short segments and allowing learners to control the rate at which they access each segment. I am thankful that resources like this is accessible for us so that we can be guided on the proper and correct way to design online lessons. I wish that there will be more research on the design of e‐learning to maintain high standards of scientific methodology with a balanced focus on both practical and theoretical implications. Reference Clark, R.C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rded.). San Francisco, CA: Wiley & Sons. ISBN: 9780470874301.
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Author:Aldwin Lauron is currently working as Technology Integration Specialist in ISC (International Schools of China). Archives
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