LEARNING

1. 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

2. Chapter 1e-Learning promise ＆ pitfalls

3. Outline • Definition of e-Learning • A description of different types of e-Learning • Potential benefits and drawbacks to e-Learning

4. 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

5. 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

6. 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

7. 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)

8. 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

9. 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

10. 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

11. 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)

12. 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

13. Chapter2 how people learn from e-Course

14. Outline • How do people learn • How e-Lessons affect human learning • What is good research

15. 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

16. How do people learn?(2/3) • The center of cognition since all active thinking take places there • A limited of capacity memory

17. How do people learn?(3/3) • Encoding • Rehearsal • retrieval

18. 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)

19. 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

20. 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 jobtransfer of learning • Metacognitive skills manage and adjust these processes

21. 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

22. 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?

23. Interpretation of research statistics • Means • Standard deviation • High averages and low SD • Probability • Effect size