E-Learning and the Science of Instruction Proven Guidelines for Consumers and Designers of Multimedia Learning

ISBN-10: 0787986836

ISBN-13: 9780787986834

Edition: 2nd 2007 (Revised)

List price: $55.00
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Description:

In this thoroughly revised edition of the bestselling "e-Learning and the Science of Instruction" authors Ruth Colvin Clark and Richard E. Mayer-- internationally-recognized experts in the field of e-learning--offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings. In addition to updating research in all chapters, two new chapters and a CD with multimedia examples are included.
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Book details

List price: $55.00
Edition: 2nd
Copyright year: 2007
Publisher: John Wiley & Sons, Incorporated
Publication date: 9/28/2007
Binding: Hardcover
Pages: 496
Size: 7.25" wide x 9.50" long x 1.25" tall
Weight: 2.134
Language: English

Richard E. Mayer is Professor in the Department of Psychological and Brain Sciences at the University of California, Santa Barbara. He is the author or editor of more than twenty-five books, including Applying the Science of Learning and Multimedia Learning.

Acknowledgments
Preface
Introduction
e-Learning: Promise and Pitfalls
The e-Learning Bandwagon
What Is e-Learning?
Self-Study vs
Virtual Classroom e-Learning
e-Learning Development Process
Two Types of e-Learning Goals: Inform and Perform
Is e-Learning Better? Media Comparison Research
What Makes e-Learning Unique?e-Learning: The Pitfalls
What Is Good e-Courseware?Learning in e-Learning
How Do People Learn from e-Courses
How Do People Learn?
How Do e-Lessons Affect Human Learning?
What Is Good Research?
How Can You Identify Relevant Research?
How Do You Interpret Research Statistics?
What We Don't Know About Learning
Applying the Multimedia Principle: Use Words and Graphics, Rather Than Words Alone
Do Visuals Make a Difference?
Multimedia Principle: Include Both Words and Graphics
Some Ways to Use Graphics to Promote Learning
Psychological Reasons for the Multimedia Principle
Evidence for Using Words and Pictures
The Multimedia Principle Works Best for Novices
Should You Change Static Illustrations into Animations?
What We Don't Know About Visuals
Applying the Contiguity Principle: Align Words to Corresponding Graphics
Contiguity Principle
Place Printed Words Near Corresponding Graphics
Contiguity Principle
Synchronize Spoken Words with Corresponding Graphics
Psychological Reasons for the Contiguity Principle
Evidence for Presenting Printed Words Near Corresponding Graphics
Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics
What We Don't Know About Contingency
Applying the Modality Principle: Present Words as Audio Narration, Rather Than On-Screen Text
Modality Principle: Present Words as Speech Rather Than On-Screen Text
Limitations to the Modality Principle
Psychological Reasons for the Modality Principle
Evidence for Using Spoken Rather Than Printed Text
When the Modality Principle Applies
What We Don't Know About Modality
Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not Both
Redundancy Principle
Do Not Add On-Screen Text to Narrated Graphics
Psychological Reasons for the Redundancy Principle
Evidence for Omitting Redundant On-Screen Text
Redundancy Principle
Consider Adding On-Screen Text to Narration in Special Situations
Psychological Reasons for Exceptions to Redundancy Principle
Evidence for Including Redundant On-Screen Text
What We Don't Know About Redundancy
Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning
Coherence Principle
Avoid e-Lessons with Extraneous Audio
Psychological Reasons to Avoid Extraneous Audio in e-Learning
Evidence for Omitting Extraneous Audio
Coherence Principle
Avoid e-Lessons with Extraneous Graphics
Psychological Reasons to Avoid Extraneous Graphics in e-Learning
Evidence for Omitting Extraneous Graphics
Coherence Principle
Avoid e-Lessons with Extraneous Words
Psychological Reasons to Avoid Extraneous Words in e-Learning
Evidence for Omitting Extraneous Words Added for Interest
Evidence for Omitting Extraneous Words Added to Expand on Key Ideas
Evidence for Omitting Extraneous Words Added for Technical Depth
What We Don't Know About Coherence
Applying the Personalization Principle: Use Conversational Style and Virtual Coaches
Personalization Principle
Use Conversational Style Rather Than Formal Style
Psychological Reasons for the Personalization Principle
Evidence for Using Conversational Style
Promote Personalization Through Voice Quality
Promote Personalization Through Polite Speech
Personalization Principle
Use Effective On-Screen Coaches to Promote
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