implications
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
implications [2011/08/31 11:56] jpetrovic [Instructional design principles] |
implications [2011/08/31 12:25] jpetrovic [Instructional design principles] |
||
|---|---|---|---|
| Line 44: | Line 44: | ||
| ===== 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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. [[learning_theories:Cognitive load theory]] | + | - 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]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
