LEARNING

1
LEARNING

• e-Learning and the science of instruction Proven
  guidelines for consumers and designers of
  multimedia learning-ch12
• Clark, R. C. Mayer, R. E. (2002)

Advisor Ming-Puu Chen Reporter Chia-Yen Feng
2
Chapter 1e-Learning promise pitfalls
3
Outline

• Definition of e-Learning
• A description of different types of e-Learning
• Potential benefits and drawbacks to e-Learning

4
What is e-Learning?

• What
• Includes content (information)
• Uses instructional methods (techniques)
• How
• Uses media elements
• Why
• Builds new knowledge and skills

e - Learning
5
e-Learning development process

• Performance analysis
• Help meet important organizational goals by
  filling a gap in knowledge and skills
• e-learning is the best delivery solution
• Defining e-Learning content
• Job or content analysis
• Content types
• Fact, concept, process, procedures, principles
• Design
• Create a course blueprint
• Development
• Testing implementation
• Defining the instructional methods media
  elements
• How delivery platforms influence instructional
  methods and media elements

6
Five types of content in e-Learning

• Fact
• Specific and unique data or instance
• Concept
• A category that includes multiple examples
• Process
• A flow of events or activities
• Procedure
• Take performed with step-by-step actions
• Principle
• Task perform by adopting guidelines

7
e-Learning goals

• Inform programs
• Build awareness or provides information
• Perform programs
• Build specific skills
• Two types
• Procedural (near transfer,?????)
• Principle-based (far transfer,?????)

8
Is e-Learning better? Media comparison research

• The hundreds of media comparison studies have
  shown no difference in learning
• All the media comparison research is that its
  not the medium ? the instructional methods that
  cause learning
• Each medium offers unique opportunities to
  deliver instructional method ? effectively
  support human learning

9
What make e-Learning unique?

• Practice with feedback
• Responds with hints or feedback supporting
  immediate correction or errors
• Collaboration in self-study
• There is a growing research base on the benefits
  of learning together versus solo
• Use of simulation to accelerate expertise

10
e-Learning the pitfalls

• Failure to base e-Learning on job analysis
• Lessons do not build knowledge and skills that
  transfer to the job
• Failure to accommodate human learning processes(
  human learning limits and strengths)
• Lesson overload cognitive process and learning is
  disrupted
• E-learning dropout
• Learner do not complete their instruction

11
What is good e-Courseware

• Training goals
• Inform student, perform procedure, perform
  principle
• Learner difference (the prior knowledge)
• Instructional methods appropriate to the
  learners characteristics( e.g learning styles,
  prior knowledge)
• Training environment
• Technical constraint
• Cultural factors
• Pragmatic constraint (e.g. budge, time,
  management expectations)

12
Three types of e-Learning

• Receptive information acquisition
• Receptive instruction (show-and-tell)
• Include lots of information with limited practice
  opportunities
• Designed for inform goals
• Directive response strengthening
• Directive instruction (show-and -do)
• Require frequent responses from learners with
  immediate feedback
• Drill and practice
• Designed for perform-procedure goals
• Guided discovery knowledge construction
• Provide job-realistic problems and supporting
  resources
• Designed for perform-principle goals

13
Chapter2 how people learn from e-Course
14
Outline

• How do people learn
• How e-Lessons affect human learning
• What is good research

15
How do people learn?(1/3)

• Two channelsvisual auditory
• Limited capacity for processing information
• Learning occurs by active processing in memory
  information
• New knowledge and skills ? retrieved form LTM
• ?transfer to job

16
How do people learn?(2/3)

• The center of cognition since all active thinking
  take places there
• A limited of capacity memory

17
How do people learn?(3/3)

• Encoding
• Rehearsal
• retrieval

18
How e-lessons affect human learning (1/2)

• Selection of the importance information in the
  lesson
• Management of the limited capacity in working
  memory to allow the rehearsal needed for learning
• Coherence principle (ch7)
• Methods for integration
• Contiguity principle (ch4)

19
How e-lessons affect human learning (2/2)

• Methods for retrieval and transfer
• Methods for metacognitive monitoring
• Management of all of these process via
  metacognitive skills
• Self-check to asses oneself skill acquisition

20
Summary of learning processes

• Focus on key graphics and words in the lesson to
  select what will be processed
• Rehearse information in working memory to
  organize and integrate it with existing knowledge
  in LTM? apply cognitive load reduction tecniques
• New knowledge stored in LTM must be retrieved
  back on the job?transfer of learning
• Metacognitive skills manage and adjust these
  processes

21
What is good research?

• Informal studies (observational studies)
• Conclusion bases on feedback from and
  observations of students
• Controlled studies (experimental studies)
• Conclusion bases on outcome comparison of
  randomly assigned participants to groups with
  different treatments
• Clinical trials (controlled field testing)
• Conclusion bases on outcome of lessons taken in
  actual learning settings

22
How can you identify relevant research

• How similar are the learners in the research
  study to your learner?
• Are the conclusions based on an experimental
  research design?
• Are the experimental results replicated?
• Is learning measured by tests that measure
  application?
• Does the data analysis reflect statistical
  significance as well as practical significance?

23
Interpretation of research statistics

• Means
• Standard deviation
• High averages and low SD
• Probability
• Effect size