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

Klappentext:

The Best-Selling e-Learning Design Manual, Updated with the Latest Research, Design Principles, and Examples

Fully revised with two new chapters and sixteen updated chapters, e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning is your essential reference for evidence-based guidelines for designing, developing and evaluating asynchronous and synchronous e-Learning for workforce training and educational courseware.

There is a great deal of valid experimental research on best methods to use in the design of e-learning lessons that support human learning processes. This scientific research is found in diverse academic journals and presented at research conferences not attended by most practitioners. In this book, Ruth Clark and Richard Mayer have gathered, organized, and illustrated that research to give you a practical guide in one place. In this Fourth Edition new evidence is included on the best use of text, audio, and graphics in e-learning as well as design guidelines for examples, practice exercises, computer-supported collaborative learning, and thinking skills lessons. Two new chapters focus on effective and ineffective forms of engagement in e-learning and the latest evidence on best practices in design of games for learning. You will find research summaries, examples, and checklists that show you:

• The kinds of visuals that best promote learning
• How and when to use instructional animations for optimal learning
• How best to use text and audio to describe visuals
• Techniques to improve learning through personalized language and on-screen agents
• What instructional techniques make learning games effective
• The effects of playing commercial games on basic cognitive skills

You can use the evidence and guidelines in this book to guide your own design decisions as well as to communicate proven practices to your development team, subject matter experts, or e-learning students.

Umschlagtext:

Over the 15 years since the first edition of this book, various forms of digital learning have grown from 10% to about 40% of training delivery media. The emergence of virtual classrooms and evolution of asynchronous formats on multiple digital platforms make the research on what works to promote learning more important than before. In this Fourth Edition, you can review guidelines, checklists, and examples that guide your major e-learning design and development decisions. Whether you are reviewing off-the-shelf courseware or creating your own lessons, this book will address fundamental issues such as:

• What kinds of graphics help learning and what kinds of graphics hurt learning
• Which audiences most benefit from graphics
• When and how to best use animations
• Situations in which it is best to use audio to describe graphics
• Situations in which it is best to use text to describe graphics
• How to place text on the screen to maximize learning
• How to avoid mental overload caused by inappropriate use of graphics, text, and audio
• The benefits of personalizing lessons through informal language and on-screen avatars
• Ways to increase social presence in virtual and asynchronous learning events
• How to maximize learning benefits of examples and demonstrations
• The best forms of engagement for learning
• Practice activities and placement that optimize learning
• The types of feedback that promote learning from practice
• When and how to use online collaboration to optimize learning
• Techniques to use in e-learning to build thinking skills
• The benefits of scenario-based e-learning
• The effects of video games on cognitive skills
• Instructional methods proven to improve learning from games

If you are an e-learning instructor, you will find online resources that you can adapt to your own academic schedule and student population. These include an updated syllabus, case studies, and test questions. Each chapter in this new edition includes reflection questions you can use to help students apply chapter guidelines to their own environments.

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