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LEARNING. e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R. E. (2002). Advisor: Ming-Puu Chen Reporter: Chia-Yen Feng. Chapter 1 e-Learning promise & pitfalls. Outline. Definition of e-Learning
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LEARNING e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning-ch1&2 Clark, R. C. & Mayer, R. E. (2002) Advisor: Ming-Puu Chen Reporter: Chia-Yen Feng
Outline • Definition of e-Learning • A description of different types of e-Learning • Potential benefits and drawbacks to e-Learning
how What & Why What is e-Learning? • What • Includes content (information) • Uses instructional methods (techniques) • How • Uses media elements • Why • Builds new knowledge and skills 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
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 LTM • transfer 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