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=** Wiki Terms **=

E-learning: Training delivered on a digital device and is designed to support individual learning or organizational performance goals where students can study on their own time and at their own pace and access the program/training from anywhere (Clark & Mayer, 2011). Synchronous e-learning: Designed for real time instructor-led training. Outside the traditional classroom environment, synchronous e-learning allows learners to follow instruction from a facilitator while still directing their own work and completing education on their own time. Asynchronous e-learning: Designed for individual self-study. Courses are typically self-paced, allowing individual learners to access training at any time or any location on their own. Self-study asynchronous e-learning has the potential to customize learning to the unique needs of each learner (Clark & Mayer, 2011). Customized training: Providing predetermined, specific information about concepts or processes to learners. Customized training allows learners to take in knowledge that is specifically designed for them. Psychological engagement: Involves processing content cognitively to lead to learning new knowledge and skills (Clark & Mayer, 2011). Evidence-based practice: The idea that instruction techniques should be based on research findings and research based theory (Clark & Mayer, 2011). Essential cognitive processing: Processing aimed at mentally representing relevant core material. It is created by the complexity of the material (Clark & Mayer, 2011). Instructional effectiveness: Identified instructional methods or features that have been shown to improve learning (Clark & Mayer, 2011). It includes asking 1.) What works? 2.) When does it work? and 3.) How does it work? Personalization principle: Important for the design of pedagogical agents. This principle keeps things simple by presenting basic information and promoting learning through voice quality and polite speech (Clark & Mayer, 2011). It is based on 1.) Using conversational rather than formal style, and 2.) Using effective on-screen coaches to promote learning. Pedagogical agents: “On screen characters who help guide the learning process during an e-learning episode. Agents can be represented visually as cartoon-like characters, as talking-head video, or as virtual reality avatars; they can be represented verbally through machine-simulated voice, human recorded voice, or printed text. Agents can be representations of real people using video and human voice or artificial characters using animation and computer- generated voice. They have the ability to employ sound instructional techniques that foster learning” (Clark & Mayer, 2011, p. 191). Invisible authored text: Text written to inform in the form of facts and figures. Text or language may appear as omniscient. Visible authored text: Text written to have a "voice" while informing. Segmented learning: The process of breaking a lesson or exercise down into smaller pieces for the students. A step-by-step approach or segments can be taken in a sequential series to comprise a whole. Pretraining principals: Provide a base of knowledge for learners to move onto the lesson to be studied.

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.

=** The Use of Text and Graphics **=

In creating a presentation, the use of text may enhance the project. Instructional text is presented in short paragraphs to capture readers and keep their attention. Instructional texts convey the message quickly and allow for questions and provide answers. Instructional text provides space for graphics to enhance the message. Text writing may require a lot of skill, limit the overuse of text, and be provided as a portion of the whole presentation (graphics, animation, and sound) (Alessi & Trollip, 2001). Informational texts provide the reader instructions on how to use the site, screen or page being viewed. Informational text provides information such as navigation of screens.

Graphics may be used to enhance the reader's experience, add to the presentation and provide insight and meaning. Graphics may be a picture representation to accompany text. Used correctly, images may be motivational, inspirational or provide insight. If used ineffectively, images or graphics may be distracting to a project. Graphics alone may not be taken in the correct or appropriate context.

Text and graphics combined may provide a well balanced, informative and effective project.

Reference: Alessi, S. M., & Trollip, S. R. (2001). //Multimedia for learning// (3rd ed.). Boston, MA: Allyn and Bacon.

=** Principles that Promote Learning **=

There are many principles that promote learning, including worked examples, segmentation, and pretraining.


 * Worked Examples **

According to Clark and Mayer (2011), examples are one of the most powerful methods you can use to build new cognitive skills, and they are popular with learners. Learners often choose examples over verbal descriptions. A worked example is a step-by-step demonstration of how to perform a task or solve a problem (Clark & Mayer, 2011). Worked examples can be designed to help learners build procedural skills or strategic skills. Worked examples support learning of strategic skills and help model thinking or interpersonal skills. The benefit of worked examples is that they involve higher level cognitive tasks and problem solving. Worked examples have proven beneficial for learning not only in structured domains such as math, but also for more strategic skills as well. Worked examples allow learners to gradually complete and understand a problem as the example progresses. Ultimately, the worked example provides a sort of reference or guide for the learner to follow and solve entirely on their own. Worked examples can be incorporated in everyday life and online when you are researching or sharing information with a peer. When I conduct research on something I don’t know how to do, I usually find an example and follow through it until I understand the process. Additionally, if a peer does not understand something online, any one of us can step in and describe the process to them to use as a worked example.

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.


 * Segmentation **

According to Clark and Mayer (2011), there are situations in which learners must engage in so much essential processing that their cognitive systems are overwhelmed. Segmentation is a technique for managing essential processing which involves breaking a lesson into manageable segments (Clark & Mayer, 2011). Pretraining is another technique in which learners are given information beforehand about names and characteristics of key concepts.

A good way to understand the complexity of a lesson is to tally the number of elements or concepts and the number of interactions among them (Clark & Mayer, 2011). When material is complex, you can’t make it simpler by leaving out some of the elements or steps in the explanation because that would not be correct information. However, learners can be helped in managing the complexity by breaking the lesson into manageable segments that convey just a few steps in the process and taking the lesson step-by-step (Clark & Mayer, 2011). An example of segmentation is when learners take a technology class, as we have done before. Since many learners were not familiar with some technology, the instructor can segment the lesson and take us through the process step-by-step to guide us through so that no one feels lost or overwhelmed with the material.

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.


 * Pretraining **

Pretraining involves providing information about concepts or processes beforehand. For example, a quick orientation session at the start of a virtual classroom session applies the pretraining principle, in which the instructor can show the different parts of the virtual classroom followed by some introductory exercises that help familiarize the student with the new material. Segmentation and pretraining can enhance e-learning instruction by helping students learning new material in a way that does not overwhelm them or make them feel discouraged. Segmentation allows learners to take things in little by little so they do not get lost along the way. Pretraining allows learners to take in knowledge before they are to do something so they can go in prepared and ready to go.

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.

= Principles that do not Promote Learning =

1- When the message does not have social clues, the lesson needs to be more personalized. 2- When the text uses formal language, students respond better to informal tone within text. 3- Not using a pedagogical agent; learners learn more when an "agent" is included in the lesson. 4- When the author is invisible; learners are more interested when the authors point of view is included.

Reference: Professional Development. (2012). Retrieved from http://edl520worshop.wikispaces.com/Principles+that+DO+NOT+promote+E-learning

=Audio Technologies in E-Learning Table = = =
 * ==== TECHNOLOGIES FOR AUDIO IN E-LEARNING ====

|| ==== APPROPRIATE USE FOR THESE TECHNOLOGIES ==== || ==== HOW AUDIO INTEGRATION ENHANCES LEARNING ==== || ==== HOW EFFECTIVE AUDIO MAY BE IN THE E-LEARNING ENVIRONMENT ==== || WITH GRAPHICS || Use for learners to be able to not only hear but also see what other learners or the instructor is trying to convey || Allows learners to ask classmates for clarification because all students receive the same information || Audio with graphics may provide motivation. || ONE-WAY VIDEO || Use to deliver video from a single location while allowing users at all locations to participate with audio usage || Allows students to provide feedback to facilitators, soliciting feedback to see if learning goals were met || Audio should not be redundant: presenters should not read exactly what is written on the screen unless it is for the use of subtitles for people who having hearing impairments. || TWO-WAY VIDEO || Use for training or educational opportunities where real-time learning takes place; provides an opportunity for all participants to see and hear what is taking place || Caters to adult learners because media can be seen or listened to || Audio provides an instructional platform to allow for learner interaction through use of video and audio. Learners have various outlets to aid in remembering new information. || TWO-WAY VIDEO || Use in locations where all participants have access to their own computers, Internet, and audio; allows for ease and comfort of use || Allows learners to follow along with assigned readings and highlight key points being discussed || This audio technology provides an interactive experience for the learner and presenter to be in class online and conduct a more meaningful virtual interaction. ||
 * PRE- RECORDED MEDIA (MPG FILES) || Use to inform about a single subject in 3-10 minutes; made as part of a series and provides a learning opportunity in an electronic format; can be stored online for easy access || Enhances instruction because learners listen and watch; allows students to recall and retain information better || <span style="font-family: Arial,Helvetica,sans-serif;">Audio may be used in a presentation as an effective method to grab attention. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">TWO-WAY AUDIO || <span style="font-family: Arial,Helvetica,sans-serif;">Use when desiring a synchronous learning experience to allow for live instructor/learner interactions || <span style="font-family: Arial,Helvetica,sans-serif;">Allows students to listen and take notes simultaneously || <span style="font-family: Arial,Helvetica,sans-serif;">Audio may allow for emotional connections to be made between the listener with lecture and/or music. ||
 * TWO-WAY AUDIO
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">ONE-WAY LIVE VIDEO || <span style="font-family: Arial,Helvetica,sans-serif;">Use for asynchronous learning experiences where learner does not communicate live with instructor || <span style="font-family: Arial,Helvetica,sans-serif;">Provides an opportunity for students to listen or watch with other learners and compare notes to ask questions, receive clarification, and focus on key concepts || <span style="font-family: Arial,Helvetica,sans-serif;">A good mixture of audio allows learners to listen and see a presentation. This can improve working memory. ||
 * TWO-WAY AUDIO,
 * TWO-WAY AUDIO,
 * DESKTOP TWO-WAY AUDIO, DESKTOP

<span style="font-family: Arial,Helvetica,sans-serif;">References: <span style="font-family: Arial,Helvetica,sans-serif;">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.

<span style="font-family: Arial,Helvetica,sans-serif;">Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online. SanFrancisco, CA: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Allyn & Bacon.

<span style="font-family: Arial,Helvetica,sans-serif;">University of Phoenix. (2011). Audio in e-learning. Retrieved from https://ecampus.phoenix.edu/secure/aapd/ED/AET541/elearning_audio/player.html