Personalization principle talks about using conversational rather than formal style, effective on screen coaches to promote learning, and making the author visible to promote learning. It supports using a conversational style of writing and using a friendly human voice. Expressing information in conversational style can be a way to prime appropriate cognitive processing in the learner. The personalization principle is particularly important for the design of pedagogical agents—on-screen characters who help guide the learning processes during an instructional episode. Overall, there is evidence that personalization can result in improvements in student learning (Clark & Mayer, 2011). An example for this principle can be through the use of "you," "your," "I," "we," and "our" in conversational language presented to the students, to give a more personal touch.
Summarize and give example of Pretraining -
Pretraining principle would help the students with learning a lesson by providing them with the vocabulary terms before the lesson begins. Providing the students with the vocabulary terms will help the students gain a better understanding of the lesson. The best way to approach the pretraining principle is by evaluating the material first so the teacher will can identify what key terms the students may not know. "The pretraining principle is effective when trying to process large segments of information would overwhelm the learner’s cognitive system" (Whitegate Utility Software, 2011). An example of pretraining principle can be through the use of showing pictures of the various parts of the braking system in car and using roll-overs to give the name and function of each part. This way student can relate what each part looks like along with its definition.
Summarize and give example of Segmentation -
The segmenting principle focuses on breaking an e-learning lesson into manageable pieces so the learner does not get overloaded with information (Clark & Mayer, 2011). A key part of segmentation is creating a stop/start button or continue button so the learner can control the flow of information. An example of the segmentation principle is how books are segmented into chapters and chapters are segmented into subtopics. In e-learning, you can segment a lesson into chunks. When a learner clicks on a topic, he or she can watch the worked examples at their own pace, by clicking a continue button for the next slide of information. At the end of the topic lesson, the learner is then asked a group of comprehension questions that must be answered correctly before the next topic is available.
Explain appropriate uses of worked examples -
Worked examples are visual prompts or steps that model the process to solve a problem (Clark & Mayer, 2011). Worked examples are most appropriate when introducing a new topic to a student. Worked examples become less efficient as the learner becomes more experienced in the topic. Students can sometimes ignore or skip over worked examples. One way to avoid this is to use worked examples that engage the student. For example, a worked example that engages the student would be one that requires self-explanation for the problem solving process, such as multiple choice questions. Worked examples will sometimes require instructional explanations but the e-learning designer must be aware that sometimes instructional explanations are not beneficial (Clark & Mayer, 2011). Including visuals in worked examples can be appropriate but only when the selected visual is relevant and adds meaning to the example.
References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Retrieved from University of Phoenix eBook Collection.
Summarize and give example of Personalization -
Personalization principle talks about using conversational rather than formal style, effective on screen coaches to promote learning, and making the author visible to promote learning. It supports using a conversational style of writing and using a friendly human voice. Expressing information in conversational style can be a way to prime appropriate cognitive processing in the learner. The personalization principle is particularly important for the design of pedagogical agents—on-screen characters who help guide the learning processes during an instructional episode. Overall, there is evidence that personalization can result in improvements in student learning (Clark & Mayer, 2011). An example for this principle can be through the use of "you," "your," "I," "we," and "our" in conversational language presented to the students, to give a more personal touch.Summarize and give example of Pretraining -
Pretraining principle would help the students with learning a lesson by providing them with the vocabulary terms before the lesson begins. Providing the students with the vocabulary terms will help the students gain a better understanding of the lesson. The best way to approach the pretraining principle is by evaluating the material first so the teacher will can identify what key terms the students may not know. "The pretraining principle is effective when trying to process large segments of information would overwhelm the learner’s cognitive system" (Whitegate Utility Software, 2011). An example of pretraining principle can be through the use of showing pictures of the various parts of the braking system in car and using roll-overs to give the name and function of each part. This way student can relate what each part looks like along with its definition.Summarize and give example of Segmentation -
The segmenting principle focuses on breaking an e-learning lesson into manageable pieces so the learner does not get overloaded with information (Clark & Mayer, 2011). A key part of segmentation is creating a stop/start button or continue button so the learner can control the flow of information. An example of the segmentation principle is how books are segmented into chapters and chapters are segmented into subtopics. In e-learning, you can segment a lesson into chunks. When a learner clicks on a topic, he or she can watch the worked examples at their own pace, by clicking a continue button for the next slide of information. At the end of the topic lesson, the learner is then asked a group of comprehension questions that must be answered correctly before the next topic is available.Explain appropriate uses of worked examples -
Worked examples are visual prompts or steps that model the process to solve a problem (Clark & Mayer, 2011). Worked examples are most appropriate when introducing a new topic to a student. Worked examples become less efficient as the learner becomes more experienced in the topic. Students can sometimes ignore or skip over worked examples. One way to avoid this is to use worked examples that engage the student. For example, a worked example that engages the student would be one that requires self-explanation for the problem solving process, such as multiple choice questions. Worked examples will sometimes require instructional explanations but the e-learning designer must be aware that sometimes instructional explanations are not beneficial (Clark & Mayer, 2011). Including visuals in worked examples can be appropriate but only when the selected visual is relevant and adds meaning to the example.References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Retrieved from University of Phoenix eBook Collection.Whitegate Utility Software. (2011). Chapter 9: Applying the Segmenting and Pretraining Principle. Retrieved from http://tktdesign.wordpress.com/2011/02/20/conclusion-applying-the-guidelines/