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===== Instructional design principles ===== | ===== Instructional design principles ===== | ||
- | - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive load theory]] | + | - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. | + | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. | + | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. | + | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. | + | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. | + | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. | + | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. | + | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. [[learning_theories:Cognitive theory of multimedia learning]] |
+ | - Worked examples effect - presenting worked examples before asking students to try to solve one [[learning_theories:Cognitive theory of multimedia learning]] | ||
+ | - Synthesizers - (diagrams, images or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:Elaboration theory]] | ||
+ | - Concept maps - visual representation of the relationships between concepts. [[instructional_design:Concept mapping]] | ||
+ | - Present topic with gradually increasing complexity. [[instructional_design:Elaboration theory]], [[learning_theories:Cognitive theory of multimedia learning]] | ||
+ | - Advance organizers - introductory material presented before the learning material at a higher level of abstraction, generality, and inclusiveness. [[learning_theories:Assimilation theory]] | ||
+ | - See also: [[instructional_design:Case-Based Learning]], [[instructional_design:Simulation-Based Learning]], [[instructional_design:Goal Based Scenarios]], [[instructional_design:Problem-Based Learning]], [[instructional_design:Inquiry-Based Learning]], [[instructional_design:Incidental Learning]] | ||