e-Learning and the Science of Instruction: Proven Guidelines by by Ruth C. Clark by Richard E. Mayer

By by Ruth C. Clark by Richard E. Mayer

During this completely revised variation of the bestselling e-Learning and the technological know-how of guideline authors Ruth Colvin Clark and Richard E. Mayer— internationally-recognized specialists within the box of e-learning—offer crucial info and guidance for choosing, designing, and constructing asynchronous and synchronous e-learning classes that construct wisdom and talents for staff studying in company, govt, and educational settings. as well as updating examine in all chapters, new chapters and a CD with multimedia examples are incorporated.

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Extra info for e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 2nd Edition

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When the limited capacity of working memory becomes filled, processing becomes inefficient. Learning slows and frustration grows. For example, most of us find multiplying numbers like 968 by 89 in our heads to be a challenging task. This is because we need to hold the intermediate products of our calculations in working memory storage and continue to H o w D o Pe o p l e L e a r n f r o m e - C o u r s e s ? 39 multiply the next set of numbers in the working memory processor. It is very difficult for working memory to hold even limited amounts of information and process effectively at the same time.

In the following sections, we elaborate on these processes and provide examples of how instructional methods in e-learning can support or inhibit them. 38 e-Learning and the Science of Instruction Methods for Directing Selection of Important Information Our cognitive systems have limited capacity. Since there are too many sources of information competing for this limited capacity, the learner must select those that best match his or her goals. We know this selection process can be guided by instructional methods that direct the learner’s attention.

In the Excel course, audio narration presents the words of the learning agent and an animated graphic illustrates the steps of the demonstration. One of our fundamental tenets is that, to be effective, instructional methods and the media elements that deliver them must guide learners to effectively process and assimilate new knowledge and skills. How Delivery Platforms and Software Shape Instruction e-Learning, as we use the term, includes training delivered via CD-ROM, intranets, and the Internet.

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