Category: Professional Development

8. Modality Principle

Last week we talked about the Pre-Training principle, and this week we look into another principle that will help us with essential processing.  The Modality Principle means that “graphics and narration” are better than “graphics and text.” Here is a video that explains the Modality principle. If you only get one thing out of today’s …

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7. Pre-Training Principle

The Pre-Training Principle means that we need to pre-teach key concepts for better understanding.  What this means is that learners actually learn better and more deeply if they already know the names and characteristics of the subject. So, why is this important?  We again look at working memory, and the capacity of the brain to …

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6. Segmenting Principle

Over the last few weeks we have looked at techniques for reducing extraneous processing by our learners.  This week we start to look at essential processing, and how we make that better.  The first principle to do this is the Segmenting Principle. The Segmenting Principle means that user-paced segments are better than continuous presentation. You …

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5 Temporal Contiguity Principle

Last week we looked at the Spatial Contiguity Principle and we found that related words and pictures need to be  close together.  This week we look at the Temporal Contiguity Principle. The Temporal Contiguity Principle tells us that students learn better when related words and pictures happen simultaneously.  So where last week we looked at …

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4. Spatial Contiguity Principle

Last week we learned that Pictures and Narration is better than Pictures and Narration and Text.  But what if you have to have Pictures and written text (no narration).  This week we look into this using the Spatial Contiguity Principle. The Spatial Contiguity Principle means that you want related words and pictures close together.  Let’s …

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3 Redundancy Principle

The Redundancy Principle is one in which you want to avoid overloading the learner’s working memory.  Remember that your student can only process so much information.  Any additional information beyond the learner’s capacity will be lost. In the redundancy principle we are looking at situations where additional information is not needed for the student to …

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2. Signaling Principle

Last week we looked at the Coherence Principle of Multimedia Learning.  In that principle we explored the effects of extraneous information.  This week we dive into the Signaling Principle, in which we try to focus attention on items that need to be learned.  Using the Signaling Principle means using cues to help guide your student’s …

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1 Coherence Principle

Last week I let you know that we would be looking at the 12 Multimedia Principles, and we’ll get started this week with the Coherence Principle.  The Coherence Principle means eliminating extraneous words, pictures, and sounds.  When this is done there is a deeper understanding of material presented.   To start looking at this principle it …

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Multimedia Learning

When we look at learning, in both the face-to-face classroom, and especially in on-line learning, an important aspect is Multimedia Learning (how we learn using words and pictures). The definition of multimedia used here is that: “Words” include spoken text or printed text.  “Pictures” would be illustrations, photos, animation, or video.  Multimedia learning then is …

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CELT Professional Development Opportunities for September

Do you have expertise in a particular teaching strategy or pedagogy? Have you attended a conference and want to share what you learned? Do you use a tool for e-learners that others would benefit from using? Share your knowledge by facilitating a program through CELT! Contact Kaia Henrickson at kbhenrickson@alaska.edu to set up a date. …

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