implications
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implications [2011/08/31 11:58] jpetrovic [Instructional design principles] |
implications [2012/01/12 11:42] 127.0.0.1 external edit |
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| - 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]] | - 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 theory of multimedia 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. [[learning_theories:[[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 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:[[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 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]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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