Verfügbarkeit: E-learning and the science of instruction

E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning

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Bibliographische Detailangaben
Beteiligte Personen:	Clark, Ruth Colvin (VerfasserIn), Mayer, Richard E. 1947- (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	San Francisco, Calif. Pfeiffer 2003
Schlagwörter:	Courseware Educação a distância Enseignement commercial - Enseignement assisté par ordinateur Evaluatie Ontwerpen Teleleren Business education > Computer-assisted instruction Gestaltung Computerunterstütztes Lernen Mediendidaktik Multimedia Computerunterstützter Unterricht Unterricht Berufliche Fortbildung E-Learning
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014190056&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Beschreibung:	Includes bibliographical references and index
Umfang:	XIV, 322 S. Ill.
ISBN:	0787960519

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Datensatz im Suchindex

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adam_text	CONTENTS Acknowledgments Preface Introduction 1. The e-Learning Bandwagon What Is e-Learning? e-Learning Development Process Two Types of e-Learning Goals: Inform and Perform Is e-Learning Better? Media Comparison Research What Makes e-Learning Unique e-Learning: The Pitfalls What Is Good e-Courseware? Contents Three Types of e-Leaming e-Leaming to Support Human Learning Processes 2. How Do People Learn? How What Is Good Research? 3. Rather Than Words Alone Multimedia Principle: Include Both Words and Graphics Psychological Reasons for the Multimedia Principle Evidence for Using Words and Pictures 4. and Graphics Near Each Other Contiguity Principle: Place Printed Words Near Corresponding Graphics Psychological Reasons for the Contiguity Principle Evidence for Presenting Words at the Same Time as Corresponding Graphics 5. Narration Rather Than Onscreen Text Modality Principle: Present Words as Speech Rather Than Onscreen Text Psychological Reasons for the Modality Principle Evidence for Using Spoken Rather Than Printed Text 6. Text and Audio Narration Can Hurt Learning Redundancy Principle One: Avoid Presenting Words as Narration and Identical Text in the Presence of Graphics Psychological Reasons for the Redundancy Principle Contents Evidence Redundancy Principle Two: Consider the Narration of Onscreen Text in Special Situations Psychological Reasons for Exceptions to Redundancy Principle Evidence for Including Redundant Onscreen Words 7. Can Hurt Learning Coherence Principle One: Avoid Psychological Reasons to Avoid Extraneous Sounds Evidence for Omitting Extraneous Sounds Coherence Principle Two: Avoid Psychological Reasons to Avoid Interesting but Extraneous Graphics Evidence for Omitting Extraneous Graphics Coherence Principle Three: Avoid Psychological Reasons to Minimize Words in e-Learning Evidence for Omitting Extraneous Words 8. Style and Virtual Coaches Personalization Principle One: Use Conversational Rather Than Formal Style Psychological Reasons for the Personalization Principle Evidence for Using Conversational Style Personalization Principle Two: Use Onscreen Coaches to Promote Learning 9. Design of Practice in e-Learning Practice Principle One: Interactions Should Mirror the Job Psychological Reasons for Job-Relevant Practice viii Contents Evidence Practice Principle Two: Critical Tasks Require More Practice Psychological Reasons for Multiple Distributed Practice Exercises The Evidence for Multiple Distributed Practice Exercises Practice Principle Three: Apply the Media Elements Principles to Practice Exercises Practice Principle Four: Train Learners to Self-Question During Receptive e-Lessons Psychological Reasons for Training Self-Questioning Skills Evidence for Training Self-Questioning 10. Worked Examples: Fuel for Learning Worked Example Principle One: Replace Some Practice Problems with Worked Examples Psychological Reasons for Using Worked Examples Evidence for Benefits of Worked Examples Worked Example Principle Two: Apply the Media Elements Principles to Examples Psychological Reasons for Applying the Media Element Principles Evidence for the Media Elements Principles Worked Example Principle Three: Use Job-Realistic or Varied Worked Examples Psychological Reasons to Adapt Examples to Task Types The Evidence for Worked Examples That Support Transfer Worked Example Principle Four: Teach Learners to Self-Explain Examples Psychological Reasons for Training Self-Explanations The Evidence for Self-Explanations 1 What Is Collaborative Learning? Contents What We Know About Collaboration During Learning Models for Productive Group Collaborations Psychological Reasons for Collaborative Assignments The Evidence for Online Collaborative Learning 12. Control in e-Learning Learner Control Versus Program Control Do Learners Make Good Instructional Decisions? Psychological Reasons for Poor Learner Choices Learner Control Principle One: Use Learner Control for Learners with High Prior Knowledge or High Metacognitive Skills Learner Control Principle Two: Make Important Instructional Events the Default Navigation Option Learner Control Principle Three: Add Advisement to Learner Control 238 Navigational Guidelines for Learner Control 13. What Are Problem-Solving Skills? Problem-Solving Principle One: Use Job Contexts to Teach Problem Solving Processes Psychological Reasons for Job-Specific Training Evidence for Job-Specific Problem-Solving Training Problem-Solving Principle Two: Focus Training on Thinking Processes Versus Job Knowledge Psychological Reasons to Provide Metacognitive Worked Examples Problem-Solving Principle Three: Make Learners Aware of Their Problem-Solving Processes Psychological Reasons for Assigning Practice in Problem-Solving Problem-Solving Principle Four: Incorporate Job-Specific Problem- Solving Processes Contents 14. Applying Our Guidelines to Evaluate e-Courseware е Sample One: Ammunition Safely Sample Two: Creating Links in Dreamweaver Sample Three: Accelerate Expertise Loans Sample Four: Identifying Hazardous Materials The Next Generation of e-Learning References Glossary Index
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spellingShingle	Clark, Ruth Colvin Mayer, Richard E. 1947- E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Courseware gtt Educação a distância larpcal Enseignement commercial - Enseignement assisté par ordinateur Evaluatie gtt Ontwerpen gtt Teleleren gtt Business education Computer-assisted instruction Gestaltung (DE-588)4157139-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Mediendidaktik (DE-588)4123731-6 gnd Multimedia (DE-588)4192358-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Unterricht (DE-588)4062005-0 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd E-Learning (DE-588)4727098-6 gnd
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title	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning
title_auth	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning
title_exact_search	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning
title_full	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer
title_fullStr	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer
title_full_unstemmed	E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark ; Richard E. Mayer
title_short	E-learning and the science of instruction
title_sort	e learning and the science of instruction proven guidelines for consumers and designers of multimedia learning
title_sub	proven guidelines for consumers and designers of multimedia learning
topic	Courseware gtt Educação a distância larpcal Enseignement commercial - Enseignement assisté par ordinateur Evaluatie gtt Ontwerpen gtt Teleleren gtt Business education Computer-assisted instruction Gestaltung (DE-588)4157139-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Mediendidaktik (DE-588)4123731-6 gnd Multimedia (DE-588)4192358-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Unterricht (DE-588)4062005-0 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd E-Learning (DE-588)4727098-6 gnd
topic_facet	Courseware Educação a distância Enseignement commercial - Enseignement assisté par ordinateur Evaluatie Ontwerpen Teleleren Business education Computer-assisted instruction Gestaltung Computerunterstütztes Lernen Mediendidaktik Multimedia Computerunterstützter Unterricht Unterricht Berufliche Fortbildung E-Learning
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014190056&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT clarkruthcolvin elearningandthescienceofinstructionprovenguidelinesforconsumersanddesignersofmultimedialearning AT mayerricharde elearningandthescienceofinstructionprovenguidelinesforconsumersanddesignersofmultimedialearning

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