10/30/2017 Olivia's Blog

More Next Blog Create Blog Sign In

Olivia's Blog
Wednesday, April 27, 2016 About Me

Thinking Skills Principle #1 Olivia Hicks

Follow 3

View my complete profile

Thinking Skills Principle #1: Focus on Job-Specific Cognitive and
Metacognitive Skills

Definition: Thinking Skills Principle #1 uses training designs for job role-specific skill. This Blog Archive

principle gives training on problem-solving techniques to a specific career. (Clark and 2016 (29)
Mayer, 2011 pg. 344) April (25)
Thinking Skills Principle #1
Explanation: This is an example of the Thinking Skills Principle #1 because it is giving virtural
training on a problem-solving technique that deals with a specific career. This is an example of Practice Principle
training on hip resurfacing surgery. The website allows the learner to participate in the basic Learner Control Principle #1
procedures of conducting the surgery. During the training, the learner must answer questions in
Multimedia Principle
order to move on to the next lesson.
Coherence Principle #3
Learner Control Principle #4
URL: EdHeads
Worked Example Principle #1
Screenshot: Worked Example Principle #4
Segmenting Principle
Practice Principle #3
Personalization Principle #3
Personalization Principle #2
Personalization Principle #1
Redundancy Principle #2
Modality Principle
Coherence Principle #2
Coherence Principle #1
Contiguity Principle #1
References: Contiguity Principle #2
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines Games and Simulations Principle
for consumers and designers of multimedia learning. San Francisco: Pfeiffer. #1
Practice
Posted by Olivia Hicks at 8:59 PM No comments: Links to this post
Assesment
Information
Introduction
Project 5: Client Oriented
Practice Principle Multimedia Project

March (1)
Practice Principle #1:
February (2)
Definition: Practice Principle #1 is to provide sufficient amount of practice to master the January (1)
learning goal. There should be enough practice to understand the content but not to
overload the student. (Clark and Mayer, 2011 pg. 257)

Explanation: This website give enough practice problems in order to show master of the content.
The more question the learner gets correct, the less amount of questions they have to answer. If a
student continues to answer a question incorrect, the program generates more practice questions to

http://ohicks30.blogspot.com/ 1/5
10/30/2017 Olivia's Blog
solve.

URL: Proportions

Screenshot:

Posted by Olivia Hicks at 8:59 PM No comments: Links to this post

Learner Control Principle #1

Learner Control Principle #1:

Definition: Learner Control Principle #1 allows experience learners to have the option to
skip content that have already mastered. Moving through content at their own pace
allows for topics to be more rigors as the the student navigates through the content. This
allows the student to build higher order thinking skills along with decision making skills.
(Clark and Mayer, 2011 pg. 319)

Explanation: This is an example of Learner Control Principle #1 because it allows learners to skip to
the next lesson if they they chose to do move on. This website allows the student to move at his/her
own pace and allows them to navigate through the content on their own.

URL: Simplify Fractions

Screenshot:

References:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Posted by Olivia Hicks at 8:59 PM No comments: Links to this post

Multimedia Principle

http://ohicks30.blogspot.com/ 2/5
10/30/2017 Olivia's Blog

Multimedia Principle :

Definition: With the Multimedia Principle e-learning should be taught using both words and some
form of graphics for best results. Many different forms of graphics can be used with the most
common being photos, drawings, maps and charts. Graphics should be integrated in the lesson
giving the student a visual aspect of the concept being taught. (Clark and Mayer, 2011 pg. 70)

Explanation: This is an example of the Multimedia Principle because the website uses both text and
graphics to teach the lesson. There is a visual of the water cycle and on the sides are the
descriptions of of each component.

URL: USGS.gov

Screenshot:

References:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Posted by Olivia Hicks at 8:42 PM No comments: Links to this post

Coherence Principle #3
Coherence Principle #3:

Definition: The Coherence Principle #3 encourages e-learning to be simple and to the point.
Irrelevant words are not needed and may be distracting to the student. Narration or on screen text
should be minimalistic. (Clark and Mayer, 2011 pg. 166)

Explanation: This is an example of the Coherence Principle #3 because lesson about the apex of a
triangle is very minimalistic and to the point. The site provides minimal text and one visual to cover
the content. There are not distractions or excess information that will overwhelm the learner.

URL: Mathisfun

Screenshot:

http://ohicks30.blogspot.com/ 3/5
10/30/2017 Olivia's Blog

References:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Posted by Olivia Hicks at 8:37 PM No comments: Links to this post

Learner Control Principle #4

Learner Control Principle #4: Give Pacing Control

Definition: The Learning Control Principle #4 allows students to control the speed at which they
learn. Being able to set the pace allows a student to slow down or speed up the learning process.
Examples of this method includes e-learning modules that contain a next button or a slide bar. (Clark
and Mayer, 2011 pg. 327)

Explanation: This is an example of the Learner Control Principle #4 because it allows students to
move at their own pace. That can replay the narration for each slide along with controlling when to
go to the next slide. The student can monitor their progress through the slides by looking at the page
numbers in the top left hand corner.

URL: Simplifying Fractions

Screenshot:

References:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Posted by Olivia Hicks at 8:25 PM No comments: Links to this post

Worked Example Principle #1

Worked Example Principle #1:

Definition: The Work Example Principle #1 motivates students to use examples to learn. One
aspect of the work principle is fade from worked examples. This concept begins with complete
examples being given to the student. Each example after that will require the student to finish parts
of the problem. Eventually the student will be completing the lesson on his/her own. (Clark and
Mayer, 2011 pg. 229)

Explanation: This website is an example of the Worked Example Principle #1 because the website
provides instruction on how to solve a two-step equation and inequalities. The website then sets up
the question and allows the learner to fill in the missing steps as a practice tool. The website also
has a hint button to help learns where they nee additional assistance to fill in the steps.

http://ohicks30.blogspot.com/ 4/5
10/30/2017 Olivia's Blog

URL: math.com

Screenshot:

References:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Posted by Olivia Hicks at 8:23 PM No comments: Links to this post

Home Older Posts

Subscribe to: Posts (Atom)

Ethereal theme. Powered by Blogger.

http://ohicks30.blogspot.com/ 5/5