E-Learning and the Science of Instruction Summaries of Chapters 4 & 7 Source: Clark & Mayer 2008

1. E-Learning and the Science of InstructionSummaries of Chapters 4 & 7Source: Clark & Mayer 2008 Jessica Kluntz LHDT 548

2. Chapter 4: Applying the Contiguity Principle Includes… • Evidence for the best placement of text and graphics on the screen • Evidence for sequencing of text or audio in conjunction with visuals • Effective and ineffective applications of the contiguity principle, as well as the psychological basis for the results

3. Contiguity Principle People learn more deeply when corresponding printed words and graphics are placed close to one another on the screen or when spoken words and graphics are presented at the same time.

4. Contiguity Principle Video http://www.youtube.com/watch?v=xrkokpItL8A&feature=related

5. Contiguity Principle 1 Place Printed Words Near Corresponding Graphics On-screen words should be placed near the parts of the on-screen graphics to which they refer. Daffodil

6. Contiguity Principle 1 Question Why do you think this principle is valid?

7. Practice! Choose the best use of the contiguity principle from the two pictures provided.

8. Option 1 Apple, Orange, and Bananas

9. Option 2 Apple Orange Bananas

10. Option 1 Hit the * key to be directed to reception.

11. Option 2 Hit the * key to be directed to reception.

12. Contiguity Principle 2 Synchronizing Spoken Words with Graphics Corresponding graphics and spoken words should be presented at the same time.

13. Contiguity Principle 2 Question Why do you think this principle is valid?

14. Contiguity Principle 2 Examples of contiguity principle 2 in action: How the Heart Works http://www.youtube.com/watch?v=WXwYYsi6z7Q Human Anatomy - Heart circulatory system http://www.youtube.com/watch?v=9M959pyzatc&feature=related

15. Review of the Contiguity Principle • People learn more deeply when corresponding printed words and graphics are placed close to one another on the screen or when spoken words and graphics are presented at the same time. • On-screen words should be placed near the parts of the on-screen graphics to which they refer. • Corresponding graphics and spoken words should be presented at the same time.

16. Chapter 7: Applying the Coherence Principle Includes… • Evidence for omitting distracting graphics and stories, sounds and background music, and detailed textual explanations • Evidence for omitting extraneous words added for interest, to expand on key ideas or for technical depth

17. Coherence Principle The use of gratuitous visuals, texts, and sounds can hurt learning. You should avoid adding any material that does not support the instructional goal.

18. Coherence Principle 1 • Avoid e-Lessons with Extraneous Audio • Evidence suggests learning is better when sounds and music are excluded. • Example of extraneous audio: How to Tie a Perfect Victoria Knot http://www.youtube.com/watch?v=D9Z8neIaDu0&feature=related How to Tie a Scarf Into an Ascot Using a Leopard Print Oblong Scarf http://www.youtube.com/watch?v=ktm0w1427Sw&feature=related

19. Coherence Principle 1 • The theoretical rationale against adding music and sounds to multimedia presentations is based on the cognitive theory of multimedia learning, which assumes working memory capacity is highly limited. • Background sounds disrupt the cognitive system.

20. Coherence Principle 2 • Avoid e-Lessons with Extraneous Graphics • Unnecessary graphics and pictures can interfere with the learner’s attempts to make sense of the presented material.

21. Coherence Principle 2 Question Why do you think this principle is valid?

22. Practice! • You are delivering a lesson on the fatalities and damage caused by Hurricane Katrina.

23. What is in violation of coherence principle 2? Hurricane Katrina August 23-30, 2005 Fatalities: 1,833 confirmed Damage: $108 billion 2011’s Hurricane Irene caused 49 fatalities and $10.1 billion in damages

24. Coherence Principle 3 • Avoid e-Lessons with Extraneous Words • Adding extraneous words for interest, for elaboration, or for technical depth is not recommended • “Less is more”

25. Coherence Principle 3 Let’s take a look at an example.

26. Top Baby Names for Girls The top baby names for girls in 2006 were: Emily, Emma, Madison, Isabella and Ava. In 2007, the top baby names for girls remained relatively the same as 2006: Emily, Isabella, Emma, Ava. One new name made the Top 5: Madison. In 2008, the top baby names were: Emma, Isabella, Emily, Olivia, and Ava. Olivia was new to the top 5. Top names for girls in 2009 included: Isabella, Emma, Olivia, Sophia, and Ava. In the year 2010 the top names were: Isabella, Sophia, Emma, Ava, and Emily. The names Isabella, Emma, and Ava made the top 5 each year from 2006-2010. Emma was also a top name in 1890.

27. Top Baby Names for Girls • The same eight names dominated the Top 5 Baby Names for Girls from 2006-2010. • Isabella, Emma, and Ava made the top 5 each year from 2006-2010.

28. Review of the Coherence Principle • Avoid e-Lessons with extraneous audio, graphics and words. • The use of gratuitous visuals, texts, and sounds can hurt learning. • Avoid adding any material that does not support the instructional goal.

29. Questions?