E-Learning: An Overview

e-Learning : e-Learning What it is and how it impacts learners Luke Bilger Teaching and Learning with Technology June 9, 2009 From “e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning” second edition by Ruth Colvin Clark and Richard E. Mayer.

Basics of e-Learning : content of the course and methods to learn it Basics of e-Learning e-Learning a course in electronic form Helps reach educational goals or provide skills that further job performance

e-Learning in more detail : e-Learning in more detail Course delivered on a computer CD-ROM Internet Intranet Features of e-Learning Content pertinent to learning objective Instructional methods aide learning Various media including words and pictures Instructor-led or self-paced Helps to reach learning goals or advance organizational performance

How does it work? : How does it work? By using human cognitive processes Response-strengthening Using rewards/punishments to strengthen/weaken knowledge Information Acquisition Teacher presents information while learner acquires it Format doesn’t matter as long as information is presented Knowledge construction Most successful Learning is a process of making sense of information Teaching is an attempt to guide learner’s cognitive processing

Long-term and working memory : Long-term and working memory Long-term memory Information that has been learned and stored in the brain Learning involves getting information to long-term memory Working memory Mental space for new information as it is being learned Limited space 7 + or - 2

What to keep in mind : What to keep in mind Dual channels Learners have separate channels to process visual and auditory materials

What to keep in mind : What to keep in mind Limited capacity Learners have a limited amount of space to actively process information Active processing Learning occurs when engaged in appropriate cognitive processing Transfer New knowledge and skills must be retrieved from long-term memory during performance

Managing limited cognitive resources : Managing limited cognitive resources What to do about limited space in working memory Minimize extraneous processing Anything that does not support instructional objective Manage essential processing Select relevant material Foster generative processing Motivate learner to make sense of material

Guiding information to working memory : Guiding information to working memory Select important information of lesson Use arrows or color to draw eyes to important text Don’t overload working memory Omit irrelevant graphics and sound Rehearsal using a priori information integrated with auditory and visual information Present verbal/visual together Practice exercises that connect with prior knowledge

Guiding information to working memory : Guiding information to working memory Retrieve new knowledge from long term memory when needed later Use real life situations of learner (ex. Job) in learning [contextual hook] Practice problem for high school students Use an IF function in Excel to determine the pay raise of employees A-J in example Company. Use an IF function in Excel to determine your current GPA in this class. Using your tests and quizzes from this marking period.

Multimedia principle : Multimedia principle Using words and graphics as opposed to words alone Using both static (still) images and dynamic (moving) images Making connections between words/graphics After inhaling the nasal spray, the medicine travels through the nasal passage where it is then dispersed into the body

Selecting appropriate graphics : Selecting appropriate graphics Graphics that support learning Relational: shows relations among two or more variables.

Selecting appropriate graphics : Selecting appropriate graphics Organizational Relations among elements

Selecting appropriate graphics : Selecting appropriate graphics Transformational Changes in object over time or how-to graphics http://blog.makezine.com This example uses images and texts to demonstrate how to create a robot.

Selecting appropriate graphics : Selecting appropriate graphics Interpretative Illustrate invisible relationships http://www.aquapuredrinkingwater.com

Who it works for : Who it works for Works best for novice learners More experienced learners create mental images to support text and spoken word For more information… Information provided in this presentation came from the following source: Clark, Ruth Colvin and Mayer, Richard e. (2008). E-learning and the Science of Instruction. San Francisco: Pfeiffer.