By Ruth C. Clark, Richard E. Mayer
This article was once written for more than a few e-learning shoppers and architects, from the beginner to the professional. Drawing on a cognitive thought of the way humans research and on scientifically legitimate examine reports, the authors clarify powerful methods to e-learning, together with the simplest how one can use textual content, photographs, and audio; use of perform workouts and examples; what a studying agent is and the way to take advantage of it in e-learning; and using collaborative web amenities. Clark has 20- plus years of expertise in potent education for lecture room or desktop supply; Mayer (psychology, U. of California, Santa Barbara) is an internationally-recognized specialist within the program of studying psychology to guide layout in multimedia studying environments.
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Extra info for e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
Sample text
Alignment of e-Learning with Operational Outcomes. E-Learning Design Operational Goals and Outcomes Performance Analysis Job and Task Analysis Worker Performance Design Development Testing and Implementation E-Learning Performance Analysis All e-learning projects should begin with a performance analysis to determine that (a) training will help realize important organizational goals by filling a gap in worker knowledge and skills related to operational outcomes and (b) e-learning is the best delivery solution.
If you opted for the third alternative, you picked a metaphor that can be called knowledge construction. According to the knowledge-construction view, people are not passive recipients of information, but rather are active sense makers. They engage in active cognitive processing during learning, 35 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 ? including attending to relevant information, mentally organizing it into a coherent structure, and integrating it with what they already know.
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 ? 41 Methods for Retrieval and Transfer It is not sufficient to simply add new knowledge to long-term memory. For success in training, those new knowledge structures must be encoded into long-term memory in a way that allows them to be easily retrieved when needed on the job. Retrieval of new skills is essential for transfer of training. Without retrieval, all the other psychological processes are meaningless, since it does us little good to have knowledge stored in long-term memory that cannot be applied later.