Game Time! by Megan Avery An instructional lesson/game on Ruth Clarks 6 Principles for e-Learning Design.

Game

Time!

b y Me g a n A

v e r y

An instructional lesson/game on Ruth Clark’s 6 Principles for e-Learning Design

P R I N C I P L E S O F E - L E A R N I N G

Welcome!

This interactive lesson/game is intended for students of instructional design.

Goal: After this instruction, you will be able to identify each of Ruth Clark’s 6 Principles of effective e-Learning:

Multimedia Redundancy

Contiguity Coherency

Modality Personalization

So, let’s get started! Please click the arrow forward button.

2

P R I N C I P L E S O F E - L E A R N I N G 3

Home Page: 6 Principles Lessons

Multimedia Principle

Click this bubble and listen, then

click the Info button

P R I N C I P L E S O F E - L E A R N I N G

That’s incorrect.

That’s incorrect.

That’s incorrect.

That’s correct! Text with graphics is key.

Multimedia Lesson, by Jenna

4

1. The multimedia principle is defined as:

B. Using text with graphics to encode learning into long term memory.

A. All media types should be included in every learning experience.

D. Using animations and graphics to encode learning into long term memory.

C. Using video with audio to encode learning into long term memory.

P R I N C I P L E S O F E - L E A R N I N G

That’s incorrect.

That’s incorrect.

That’s incorrect.

That’s correct.

Multimedia Review, by Jenna

5

2. Why should we use this principle?

B. Short term memory holds large amounts of information.

C. Short term memory holds small amounts of information.

D. Memory is enhanced when learners are given structure.

A. Use of both the visual and verbal channels aides in long term memory retention.

P R I N C I P L E S O F E - L E A R N I N G

Correct!

That’s incorrect.That’s incorrect.That’s incorrect.That’s incorrect.That’s incorrect.

Multimedia Review, by Jenna

6

3. What content types are supported by graphics?

B. Concept

A. Fact

C. Process

D. Procedure

E. Principle

F. All of the above

P R I N C I P L E S O F E - L E A R N I N G

That’s incorrect.

That’s incorrect.

That’s incorrect.

Correct!

Contiguity Review, by Yanjun

7

1. The Contiguity principle is defined as:

B. Learners should need to scroll from top to bottom.

A. Text helps when placed anywhere in a document.

C. Pictures alone will assist in retention.

D. The integration of text near corresponding graphics enhances learning.

P R I N C I P L E S O F E - L E A R N I N G

There’s a better answer….

There’s a better answer….

There’s a better answer….

Correct!

Contiguity Review, by Yanjun

8

2. Why should we use this principle?

B. Capacity to remember is 7 +/- 2 items.

A. Working memory is limited.

C. When words and text are separated, learning is depressed.

D. All of the above.

P R I N C I P L E S O F E - L E A R N I N G

Oops.

There’s a better answer.

Oops.

Correct!

Modality Review, by Amy

9

1. The Modality principle is defined as:

C. Especially helpful when explaining animations or an intricate visual in a topic that is complex and unfamiliar.

B. Graphics with explanatory audio improves learning

A. a model used for simulations only.

D. Answer B and C

P R I N C I P L E S O F E - L E A R N I N G

Yes! Nice.

True, but keep looking…

True, but keep looking…

True, but keep looking….

Modality Review, by Amy

10

2. Why should we use this principle?

C. By utilizing both areas, the capacity of the working memory is stretched.

B. Working memory has 2 sub-storage areas, visual and phonetic

A. Working memory has a limited capacity.

D. All of the above.

P R I N C I P L E S O F E - L E A R N I N G

That’s incorrect.

That’s incorrect.

That’s incorrect.

Or, too much is too much!

Redundancy Review, by Wenzhou

11

1. The redundancy principle is defined as:

C. Introducing cognitive overload as a motivation strategy.

B. Explaining graphics with audio and redundant text can hurt learning.

A. Students learn better when material is presented all at once.

D. None of the above.

P R I N C I P L E S O F E - L E A R N I N G

That’s incorrect.

That’s incorrect.

That’s incorrect.

Yes, it’s redundant.

Redundancy Review, by Wenzhou

12

2. Why should we use this principle?

C. Learners will not attend to important details.

B. Learners will be motivated.

A. It will keep information evenly spaced.

D. Learners do not learn as well when they simultaneously see and hear the same verbal message.

P R I N C I P L E S O F E - L E A R N I N G

Awesome!

Right, but keep looking.

Right, but keep looking.

Right, but keep looking.

Coherency Review, by Megan

13

1. The Coherency principle is defined as:

A. Using gratuitous visuals, text, and sounds can hurt learning.

C. Just say ‘no’ to seductive details.

B. Keep combinations of media directly relevant to a concept.

D. All of the above.

P R I N C I P L E S O F E - L E A R N I N G

Very good!

Yes, but is there more?

Yes, but is there more?

Yes, but is there more?

Coherency Review, by Megan

14

2. Why should we use this principle?

C. Not distracting learners helps them to focus on what is most important.

B. Entertainment is not.

A. Supporting cognitive processes is our goal.

D. All of the above.

P R I N C I P L E S O F E - L E A R N I N G

Personalization Principle, by Cynthia

15

1. The Personalization principle is defined as:

That’s incorrect.

That’s incorrect.

That’s correct. More engagement is a good thing!

That’s incorrect.

B. Means that learners will be more engaged when spoken to by a narrator.

A. Including people in your instruction.

C. Conversation in the background helps focus the learners attention.

D. None of the above.

P R I N C I P L E S O F E - L E A R N I N G

Absolutely! And using a pedagogical agent can also be a good strategy.

Yes, but keep looking…

Yes, but keep looking…

Yes, but keep looking…

Personalization Principle, by Cynthia

16

2. Why should we use this principle?

B. We listen intently in case we may need to respond at some point.

A. As humans, we are conditioned to partake in conversation.

C. To gain and keep attention

D. All of the above.

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: (1 of 6)Play the question clip, reflect on the answer, then click the tiles to reveal it.

17

C o n t i g u i yt

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: 2 of 6Play the question clip, reflect on the answer, then click the tiles to reveal it.

18

M u l t i m e d ai

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: 3 of 6Play the question clip, reflect on the answer, then click the tiles to reveal it.

19

C o h e r e n c y

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: 4 of 6Play the question clip, reflect on the answer, then click the tiles to reveal it.

20

R e d u n d a n yc

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: (5 of 6)Play the question clip, reflect on the answer, then click the tiles to reveal it.

21

P er so n al iz a ti no

P R I N C I P L E S O F E - L E A R N I N G

Word Puzzle: (6 of 6)Play the question clip, reflect on the answer, then click the tiles to reveal it.

22

M o d a l i t y

P R I N C I P L E S O F E - L E A R N I N G

You’re all done! Nice work.

Do a Happy Dance now, and think about how you will apply these concepts in your profession.

Write down at least one new goal.

23