E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
San Francisco, Calif.
Pfeiffer
2003
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XIV, 322 S. Ill. |
| ISBN: | 0787960519 |
Staff View
MARC
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Record in the Search Index
| _version_ | 1804134592724074496 |
|---|---|
| adam_text | CONTENTS
Acknowledgments
Preface
Introduction
1.
The e-Learning Bandwagon
What Is e-Learning?
e-Learning Development Process
Two Types of e-Learning Goals: Inform and Perform
Is e-Learning Better? Media Comparison Research
What Makes e-Learning Unique
e-Learning: The Pitfalls
What Is Good e-Courseware?
Contents
Three Types of e-Leaming
e-Leaming to Support Human Learning Processes
2.
How Do People Learn?
How
What Is Good Research?
3.
Rather Than Words Alone
Multimedia Principle: Include Both Words and Graphics
Psychological Reasons for the Multimedia Principle
Evidence for Using Words and Pictures
4.
and Graphics Near Each Other
Contiguity Principle: Place Printed Words Near Corresponding
Graphics
Psychological Reasons for the Contiguity Principle
Evidence for Presenting Words at the Same Time as Corresponding
Graphics
5.
Narration Rather Than Onscreen Text
Modality Principle: Present Words as Speech Rather Than Onscreen
Text
Psychological Reasons for the Modality Principle
Evidence for Using Spoken Rather Than Printed Text
6.
Text and Audio Narration Can Hurt Learning
Redundancy Principle One: Avoid Presenting Words as Narration and
Identical Text in the Presence of Graphics
Psychological Reasons for the Redundancy Principle
Contents
Evidence
Redundancy Principle Two: Consider the Narration of Onscreen Text
in Special Situations
Psychological Reasons for Exceptions to Redundancy Principle
Evidence for Including Redundant Onscreen Words
7.
Can Hurt Learning
Coherence Principle One: Avoid
Psychological Reasons to Avoid Extraneous Sounds
Evidence for Omitting Extraneous Sounds
Coherence Principle Two: Avoid
Psychological Reasons to Avoid Interesting but Extraneous
Graphics
Evidence for Omitting Extraneous Graphics
Coherence Principle Three: Avoid
Psychological Reasons to Minimize Words in e-Learning
Evidence for Omitting Extraneous Words
8.
Style and Virtual Coaches
Personalization Principle One: Use Conversational Rather Than
Formal Style
Psychological Reasons for the Personalization Principle
Evidence for Using Conversational Style
Personalization Principle Two: Use Onscreen Coaches to Promote
Learning
9.
Design of Practice in e-Learning
Practice Principle One: Interactions Should Mirror the Job
Psychological Reasons for Job-Relevant Practice
viii Contents
Evidence
Practice Principle Two: Critical Tasks Require More Practice
Psychological Reasons for Multiple Distributed Practice Exercises
The Evidence for Multiple Distributed Practice Exercises
Practice Principle Three: Apply the Media Elements Principles to
Practice Exercises
Practice Principle Four: Train Learners to Self-Question During
Receptive e-Lessons
Psychological Reasons for Training Self-Questioning Skills
Evidence for Training Self-Questioning
10.
Worked Examples: Fuel for Learning
Worked Example Principle One: Replace Some Practice Problems with
Worked Examples
Psychological Reasons for Using Worked Examples
Evidence for Benefits of Worked Examples
Worked Example Principle Two: Apply the Media Elements Principles
to Examples
Psychological Reasons for Applying the Media Element Principles
Evidence for the Media Elements Principles
Worked Example Principle Three: Use Job-Realistic or Varied Worked
Examples
Psychological Reasons to Adapt Examples to Task Types
The Evidence for Worked Examples That Support Transfer
Worked Example Principle Four: Teach Learners to Self-Explain
Examples
Psychological Reasons for Training Self-Explanations
The Evidence for Self-Explanations
1
What Is Collaborative Learning?
Contents
What We Know About Collaboration During Learning
Models for Productive Group Collaborations
Psychological Reasons for Collaborative Assignments
The Evidence for Online Collaborative Learning
12.
Control in e-Learning
Learner Control Versus Program Control
Do Learners Make Good Instructional Decisions?
Psychological Reasons for Poor Learner Choices
Learner Control Principle One: Use Learner Control for Learners with
High Prior Knowledge or High Metacognitive Skills
Learner Control Principle Two: Make Important Instructional Events
the Default Navigation Option
Learner Control Principle Three: Add Advisement to Learner Control
238
Navigational Guidelines for Learner Control
13.
What Are Problem-Solving Skills?
Problem-Solving Principle One: Use Job Contexts to Teach Problem
Solving Processes
Psychological Reasons for Job-Specific Training
Evidence for Job-Specific Problem-Solving Training
Problem-Solving Principle Two: Focus Training on Thinking Processes
Versus Job Knowledge
Psychological Reasons to Provide Metacognitive Worked
Examples
Problem-Solving Principle Three: Make Learners Aware of Their
Problem-Solving Processes
Psychological Reasons for Assigning Practice in Problem-Solving
Problem-Solving Principle Four: Incorporate Job-Specific Problem-
Solving Processes
Contents
14.
Applying Our Guidelines to Evaluate e-Courseware
е
Sample One: Ammunition Safely
Sample Two: Creating Links in Dreamweaver
Sample Three: Accelerate Expertise
Loans
Sample Four: Identifying Hazardous Materials
The Next Generation of e-Learning
References
Glossary
Index
|
| adam_txt |
CONTENTS
Acknowledgments
Preface
Introduction
1.
The e-Learning Bandwagon
What Is e-Learning?
e-Learning Development Process
Two Types of e-Learning Goals: Inform and Perform
Is e-Learning Better? Media Comparison Research
What Makes e-Learning Unique
e-Learning: The Pitfalls
What Is Good e-Courseware?
Contents
Three Types of e-Leaming
e-Leaming to Support Human Learning Processes
2.
How Do People Learn?
How
What Is Good Research?
3.
Rather Than Words Alone
Multimedia Principle: Include Both Words and Graphics
Psychological Reasons for the Multimedia Principle
Evidence for Using Words and Pictures
4.
and Graphics Near Each Other
Contiguity Principle: Place Printed Words Near Corresponding
Graphics
Psychological Reasons for the Contiguity Principle
Evidence for Presenting Words at the Same Time as Corresponding
Graphics
5.
Narration Rather Than Onscreen Text
Modality Principle: Present Words as Speech Rather Than Onscreen
Text
Psychological Reasons for the Modality Principle
Evidence for Using Spoken Rather Than Printed Text
6.
Text and Audio Narration Can Hurt Learning
Redundancy Principle One: Avoid Presenting Words as Narration and
Identical Text in the Presence of Graphics
Psychological Reasons for the Redundancy Principle
Contents
Evidence
Redundancy Principle Two: Consider the Narration of Onscreen Text
in Special Situations
Psychological Reasons for Exceptions to Redundancy Principle
Evidence for Including Redundant Onscreen Words
7.
Can Hurt Learning
Coherence Principle One: Avoid
Psychological Reasons to Avoid Extraneous Sounds
Evidence for Omitting Extraneous Sounds
Coherence Principle Two: Avoid
Psychological Reasons to Avoid Interesting but Extraneous
Graphics
Evidence for Omitting Extraneous Graphics
Coherence Principle Three: Avoid
Psychological Reasons to Minimize Words in e-Learning
Evidence for Omitting Extraneous Words
8.
Style and Virtual Coaches
Personalization Principle One: Use Conversational Rather Than
Formal Style
Psychological Reasons for the Personalization Principle
Evidence for Using Conversational Style
Personalization Principle Two: Use Onscreen Coaches to Promote
Learning
9.
Design of Practice in e-Learning
Practice Principle One: Interactions Should Mirror the Job
Psychological Reasons for Job-Relevant Practice
viii Contents
Evidence
Practice Principle Two: Critical Tasks Require More Practice
Psychological Reasons for Multiple Distributed Practice Exercises
The Evidence for Multiple Distributed Practice Exercises
Practice Principle Three: Apply the Media Elements Principles to
Practice Exercises
Practice Principle Four: Train Learners to Self-Question During
Receptive e-Lessons
Psychological Reasons for Training Self-Questioning Skills
Evidence for Training Self-Questioning
10.
Worked Examples: Fuel for Learning
Worked Example Principle One: Replace Some Practice Problems with
Worked Examples
Psychological Reasons for Using Worked Examples
Evidence for Benefits of Worked Examples
Worked Example Principle Two: Apply the Media Elements Principles
to Examples
Psychological Reasons for Applying the Media Element Principles
Evidence for the Media Elements Principles
Worked Example Principle Three: Use Job-Realistic or Varied Worked
Examples
Psychological Reasons to Adapt Examples to Task Types
The Evidence for Worked Examples That Support Transfer
Worked Example Principle Four: Teach Learners to Self-Explain
Examples
Psychological Reasons for Training Self-Explanations
The Evidence for Self-Explanations
1
What Is Collaborative Learning?
Contents
What We Know About Collaboration During Learning
Models for Productive Group Collaborations
Psychological Reasons for Collaborative Assignments
The Evidence for Online Collaborative Learning
12.
Control in e-Learning
Learner Control Versus Program Control
Do Learners Make Good Instructional Decisions?
Psychological Reasons for Poor Learner Choices
Learner Control Principle One: Use Learner Control for Learners with
High Prior Knowledge or High Metacognitive Skills
Learner Control Principle Two: Make Important Instructional Events
the Default Navigation Option
Learner Control Principle Three: Add Advisement to Learner Control
238
Navigational Guidelines for Learner Control
13.
What Are Problem-Solving Skills?
Problem-Solving Principle One: Use Job Contexts to Teach Problem
Solving Processes
Psychological Reasons for Job-Specific Training
Evidence for Job-Specific Problem-Solving Training
Problem-Solving Principle Two: Focus Training on Thinking Processes
Versus Job Knowledge
Psychological Reasons to Provide Metacognitive Worked
Examples
Problem-Solving Principle Three: Make Learners Aware of Their
Problem-Solving Processes
Psychological Reasons for Assigning Practice in Problem-Solving
Problem-Solving Principle Four: Incorporate Job-Specific Problem-
Solving Processes
Contents
14.
Applying Our Guidelines to Evaluate e-Courseware
е
Sample One: Ammunition Safely
Sample Two: Creating Links in Dreamweaver
Sample Three: Accelerate Expertise
Loans
Sample Four: Identifying Hazardous Materials
The Next Generation of e-Learning
References
Glossary
Index |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Clark, Ruth Colvin Mayer, Richard E. 1947- |
| author_GND | (DE-588)109529537 |
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| author_sort | Clark, Ruth Colvin |
| author_variant | r c c rc rcc r e m re rem |
| building | Verbundindex |
| bvnumber | BV020868265 |
| callnumber-first | H - Social Science |
| callnumber-label | HF1106 |
| callnumber-raw | HF1106 |
| callnumber-search | HF1106 |
| callnumber-sort | HF 41106 |
| callnumber-subject | HF - Commerce |
| classification_rvk | DP 2600 |
| classification_tum | EDU 620f EDU 660f |
| ctrlnum | (OCoLC)50251993 (DE-599)BVBBV020868265 |
| dewey-full | 658.3/124/028567 658.3/12402854678 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
| dewey-raw | 658.3/124/028567 658.3/12402854678 |
| dewey-search | 658.3/124/028567 658.3/12402854678 |
| dewey-sort | 3658.3 3124 528567 |
| dewey-tens | 650 - Management and auxiliary services |
| discipline | Pädagogik Wirtschaftswissenschaften |
| discipline_str_mv | Pädagogik Wirtschaftswissenschaften |
| format | Book |
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| id | DE-604.BV020868265 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:25:11Z |
| indexdate | 2024-07-09T20:27:04Z |
| institution | BVB |
| isbn | 0787960519 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014190056 |
| oclc_num | 50251993 |
| open_access_boolean | |
| owner | DE-20 DE-355 DE-BY-UBR DE-522 |
| owner_facet | DE-20 DE-355 DE-BY-UBR DE-522 |
| physical | XIV, 322 S. Ill. |
| publishDate | 2003 |
| publishDateSearch | 2003 |
| publishDateSort | 2003 |
| publisher | Pfeiffer |
| record_format | marc |
| spelling | Clark, Ruth Colvin Verfasser aut E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer San Francisco, Calif. Pfeiffer 2003 XIV, 322 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Courseware gtt Educação a distância larpcal Enseignement commercial - Enseignement assisté par ordinateur Evaluatie gtt Ontwerpen gtt Teleleren gtt Business education Computer-assisted instruction Gestaltung (DE-588)4157139-3 gnd rswk-swf Computerunterstütztes Lernen (DE-588)4225938-1 gnd rswk-swf Mediendidaktik (DE-588)4123731-6 gnd rswk-swf Multimedia (DE-588)4192358-3 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Berufliche Fortbildung (DE-588)4005910-8 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf Unterricht (DE-588)4062005-0 s Computerunterstütztes Lernen (DE-588)4225938-1 s E-Learning (DE-588)4727098-6 s Mediendidaktik (DE-588)4123731-6 s 1\p DE-604 Gestaltung (DE-588)4157139-3 s 2\p DE-604 Berufliche Fortbildung (DE-588)4005910-8 s 3\p DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s 4\p DE-604 Multimedia (DE-588)4192358-3 s 5\p DE-604 Mayer, Richard E. 1947- Verfasser (DE-588)109529537 aut Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014190056&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 5\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Clark, Ruth Colvin Mayer, Richard E. 1947- E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Courseware gtt Educação a distância larpcal Enseignement commercial - Enseignement assisté par ordinateur Evaluatie gtt Ontwerpen gtt Teleleren gtt Business education Computer-assisted instruction Gestaltung (DE-588)4157139-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Mediendidaktik (DE-588)4123731-6 gnd Multimedia (DE-588)4192358-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Unterricht (DE-588)4062005-0 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4157139-3 (DE-588)4225938-1 (DE-588)4123731-6 (DE-588)4192358-3 (DE-588)4070087-2 (DE-588)4062005-0 (DE-588)4005910-8 (DE-588)4727098-6 |
| title | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_auth | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_exact_search | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_exact_search_txtP | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_full | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer |
| title_fullStr | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer |
| title_full_unstemmed | E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer |
| title_short | E-learning and the science of instruction |
| title_sort | e learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_sub | proven guidelines for consumers and designers of multimedia learning |
| topic | Courseware gtt Educação a distância larpcal Enseignement commercial - Enseignement assisté par ordinateur Evaluatie gtt Ontwerpen gtt Teleleren gtt Business education Computer-assisted instruction Gestaltung (DE-588)4157139-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Mediendidaktik (DE-588)4123731-6 gnd Multimedia (DE-588)4192358-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Unterricht (DE-588)4062005-0 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Courseware Educação a distância Enseignement commercial - Enseignement assisté par ordinateur Evaluatie Ontwerpen Teleleren Business education Computer-assisted instruction Gestaltung Computerunterstütztes Lernen Mediendidaktik Multimedia Computerunterstützter Unterricht Unterricht Berufliche Fortbildung E-Learning |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014190056&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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