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Pretraining is an important component to e-learning because it provides the learners with key concepts or names and characteristics of important parts of the lesson. This benefits the learner by making the processing of information easier during the main lesson because they are not trying to learn vocabulary or other important smaller parts that may be difficult.

Reference:
Clark, R.C., & Meyer, R.E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.

Peer Review
Hi team D
Your information on multimedia principal was very informative. you stated that learners retain and understand better when they are given both text and narration. This will benefit students because they are able to use the dri1l and practice. The more a student practice, the better they will become at performing that skill. As students learn skills, they are able to build on them. A game that I am famiiar with is a computer math game called A+. This is used in classroom for students that are struggling and others that want to increase. This game will give students a tutorial, a practice and a test session. Each time you pass, you are give an apple. Students are told how many apples that they need to try an get. This game has audio to explain to the students what they are suppose to be doing. For example if Bob had five apples and wanted to give jim 2. It would show you five apples and take two of them away to show you that your answer is three.

Peer Review
Reference:
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.

Peer Review
Hi Team D,
Your Wiki is very informative. I think your content regarding the personalization principle is very relevant to eLearning. Instructors should incorporate the personalization principle into an eLearning environment because of the evidence that it improves student learning (Mayer, 2011). Since our brain processes information instead of just receiving it, our brain needs to be ready to process the information. If the instructor implements the personalization principle in instruction, the learner will be prepped to select pertinent information, store it for effective retrieval, and apply it when needed (Mayer, 2011). It absolutely benefits the learner if they can effectively process new information. Then he or she is ready to move on to new and possibly more challenging learning. Utilizing the personalization principle is important for an eLearning environment because there isn’t direct contact with an instructor. When an instructor plans for instruction using the personalization principle, he or she will be able to connect to the learner better since a conversational style is more like a human conversation (Mayer, 2011).


Thank you for allowing me to comment on your Wiki.

Sarah

Suppose you click on “How the Heart Works” in an online encyclopedia, and two buttons appear—a speaker button indicating that you can listen to a short narration about the four steps in heart cycle and a movie button indicating that you can watch a short animation. You click on the speaker button and listen to a description of the four steps in the heart cycle. Then you click on the movie button and watch a narration showing the four steps in the heart cycle. You might think this is an excellent presentation because you can select which mode of presentation you prefer. You might like the idea that you listen to the explanation fi rst and then watch, or vice versa, thereby giving you two complementary exposures to the same material (Clark & Mayer, 2011).
For example, when the graphic is an animation showing the steps in a process, the narration describing a particular step should be presented at the same time that the step is shown on the screen. When the graphic is a video showing how to perform a task, the narration describing each step should be /presented at the same time as the action shown on the screen (Clark & Mayer, 2011).
Kulhavy, 1981).
Multimedia and Contiguity Organizer.doc
References:

For example, when the graphic is an animation showing the steps in a process, the narration describing a particular step should be presented at the same time that the step is shown on the screen. When the graphic is a video showing how to perform a task, the narration describing each step should be /presented at the same time as the action shown on the screen (Clark & Mayer, 2011).
Experiments demonstrating this effect have shown that when students study a text with a related map, they remember more of the text than students who studied the text without a map (Abel & Kulhavy, 1986; Kulhavy, Stock, Peterson, Pridemore, & Klein, 1992; Kulhavy, Stock, Verdi, Rittschof, & Savenye, 1993; Rittschof & Kulhavy, 1998; Schwartz & Kulhavy, 1981).
Multimedia and Contiguity Organizer.doc
References:
Graphic Source: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif