Summaries of Chapters 4 & 7

E-Learning and the Science of Instruction

Summaries of Chapters 4 & 7Source: Clark & Mayer 2008Jessica KluntzLHDT 548Chapter 4: Applying the Contiguity PrincipleIncludesEvidence for the best placement of text and graphics on the screenEvidence for sequencing of text or audio in conjunction with visualsEffective and ineffective applications of the contiguity principle, as well as the psychological basis for the resultsContiguity PrinciplePeople 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.Contiguity Principle Videohttp://www.youtube.com/watch?v=xrkokpItL8A&feature=related

Contiguity Principle 1Place Printed Words Near Corresponding Graphics

On-screen words should be placed near the parts of the on-screen graphics to which they refer.

DaffodilContiguity Principle 1Question

Why do you think this principle is valid?

Practice!Choose the best use of the contiguity principle from the two pictures provided.Option 1Apple, Orange, and Bananas

Option 2Apple

OrangeBananasOption 1Hit the * key to be directed to reception.Option 2Hit the * key to be directed to reception.Contiguity Principle 2Synchronizing Spoken Words with Graphics Corresponding graphics and spoken words should be presented at the same time.

Contiguity Principle 2Question

Why do you think this principle is valid?

Distracts learners from key points, disrupts learners organization of information, activate irrelevant prior knowledge13Contiguity Principle 2Examples of contiguity principle 2 in action:

How the Heart Workshttp://www.youtube.com/watch?v=WXwYYsi6z7Q

Human Anatomy - Heart circulatory system http://www.youtube.com/watch?v=9M959pyzatc&feature=related

Review of the Contiguity PrinciplePeople 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.

What to look for: page 95 in book15IncludesEvidence for omitting distracting graphics and stories, sounds and background music, and detailed textual explanationsEvidence for omitting extraneous words added for interest, to expand on key ideas or for technical depthChapter 7: Applying the Coherence PrincipleCoherence 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.

Coherence Principle 1Avoid e-Lessons with Extraneous AudioEvidence 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

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.Coherence Principle 1

Coherence Principle 2Avoid e-Lessons with Extraneous GraphicsUnnecessary graphics and pictures can interfere with the learners attempts to make sense of the presented material.Coherence Principle 2Question

Why do you think this principle is valid?Distraction by guiding the learners limited attention away from the relevant material and toward the irrelevant material. Disruption by preventing the learner from building appropriate links among pieces of relevant material because pieces of irrelevant material are in the way, and; Seduction by priming inappropriate existing knowledge (suggested by added pictures), which is then used to organize the incoming content.21Practice!You are delivering a lesson on the fatalities and damage caused by Hurricane Katrina.What is in violation of coherence principle 2?

Hurricane KatrinaAugust 23-30, 2005

Fatalities: 1,833 confirmed Damage: $108 billion

2011s Hurricane Irene caused 49 fatalities and $10.1 billion in damages

Question: What is in violation of contiguity principle 2?

23Coherence Principle 3Avoid e-Lessons with Extraneous WordsAdding extraneous words for interest, for elaboration, or for technical depth is not recommendedLess is moreCoherence Principle 3Lets take a look at an example. I will show you two slides featuring popular baby girl names in the US from 2006-2010. I will give you 10-15 seconds to review each slide. I want you to tell me what the top name was for each year.25The 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.

Top Baby Names for Girls Top Baby Names for Girls 20062007200820092010EmilyEmilyEmmaIsabellaIsabellaEmmaIsabellaIsabellaEmmaSophiaMadisonEmmaEmilyOliviaEmmaIsabellaAvaOliviaSophiaAvaAvaMadisonAvaAvaEmily 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. 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.

Review of the Coherence PrincipleDistracts learners from key points, disrupts learners organization of information. What to look for page 153 in book.28Questions?