Here is the link to the Technology Infused Training Team ISD Project:
Kibogora Rwanda Project 2014
http://educ633techinfusedtrng.weebly.com/
Friday, October 10, 2014
Wednesday, October 8, 2014
Module 8 Best Practices
Njiro,
E. (2014). Moving transfer to transformative learning: A curriculum model for
adult
educators
in open distance learning (ODL). Journal of Educational and Social Research,
4(3), 479-485.
Retrieved from
Finch,
D. and Jacobs, K. (2012). Online Education: Best Practices to Promote Learning.
Proceedings of
the Human Factors and Ergonomics Society Annual Meeting 2012, 56:
546.
Retrieved from
Histon,
J. (2013). Using On-Line Tools to Support Increased Engagement in Human Factors
Courses:
The Researcher Profile Assignment. Proceedings
of the Human Factors and
Ergonomics
Society Annual Meeting 2013, 57: 491. Retrieved from
http://pro.sagepub.com.ezproxy.liberty.edu:2048/content/57/1/491.full.pdf+html
Thursday, September 18, 2014
Module 5 Applying the Coherence Principle: Adding material can hurt learning
The
coherence principle is simple; avoid adding or using anything that does not
support the instructional goal. This includes words, graphics, and sounds that
can fill-up working memory. A common mistake of lesson developers is to
embellish their lessons in order to motivate students (Clark & Mayer,
2011).
Coherence Principle 1: Avoid e-Lessons
with Extraneous Audio
It
is recommended that courseware with extraneous audio be avoided. This type of
background music and sound can overload working memory. Especially when the
learner is experiencing heavy cognitive load such as when the material being
presented is unfamiliar, is being presented at a rapid rate, or when the rate
of presentation is not controlled by the learner (Clark & Mayer, 2011).
A
psychological reason for avoiding e-lessons with extraneous audio is what is
called the arousal theory. This theory is based on the idea that entertaining
and interesting effects cause learners to become more emotionally attached to
the material and work harder. The problem again is that cognitive theory works
on the assumption that working memory is limited. When the arousal theory is
used, extraneous audio in the form of narration or sounds competes for the
limited cognitive resources of the learner (Clark & Mayer, 2011).
Coherence Principle 2: Avoid e-Lessons
with Extraneous Graphics
Adding
irrelevant graphics to a lesson can have the same effect on working memory as
adding extraneous audio. Graphics in a lesson are fine if the graphics chosen
support the instructional goal. If, however, the graphics are used to spice up
a presentation, these extraneous graphics can be distracting and disruptive to
the learning process (Clark & Mayer, 2011).
As
is the case in extraneous audio, some designers turn to the arousal theory in
order to justify adding pictures and videos to presentations in order to evoke
an emotional response from the learner. However, again cognitive theory assumes
that working memory is limited and extraneous graphics compete for limited
cognitive resources. In addition, extraneous graphics can interfere with
learning in three ways:
·
Distraction
– by guiding the learner’s limited attention away from the relevant material
and toward the irrelevant material,
·
Disruption
– by preventing the learner from building appropriate links among pieces of
relevant material because pieces of irrelevant material are in the way, and
·
Seduction
– by priming inappropriate existing knowledge (suggested by the added pictures),
which is then used to organize the incoming content (Clark & Mayer, 2011).
Coherence Principle 3: Avoid e-Lessons
with Extraneous Words
Finally,
avoid adding extraneous words to a presentation. Stick to basic and concise
descriptions of the content being presented and implement the modality principle
effectively. Don’t let learners become frustrated waiting for lengthy audio
segments to play tasking the learner to determine the target material (Clark
& Mayer, 2011).
The
psychological reason to avoid extraneous words in e-learning is the same as for
extraneous audio and graphics; the arousal theory. In addition, there are three
types of extraneous wording to avoid; words added for interest, for
elaboration, and for technical depth (Clark & Mayer, 2011).
Upon
completion of this chapter, I realized that I am guilty of tapping into the
arousal theory of my students. It is easy to get caught up in the bells and
whistles that are available in today’s technology-based programs. In addition, I was under the assumption that
the more flashy I could make a presentation, the better chance I had in
grabbing and keeping the students’ attention.
Now
I have to reassess the way that I present material to my students. I must have
a balance between the coherence principle and the arousal theory that will keep
students excited about the material while at the same time not filling their working
memory with information that does not support the instructional goal.
Clark,
R.C., & Mayer, R.E. (2011). E-Learning and the science of instruction-third
edition. San
Francisco, CA:
Pfeiffer.
Wednesday, September 10, 2014
Module 4 Assessments
Issues
1–2, January 2002, Pages 105–125.
Retrieved from http://ac.els-cdn.com/S0020025501001839/1-s2.0-S0020025501001839-main.pdf?_tid=74330a00-392f-11e4-9392-00000aab0f6b&acdnat=1410383850_cb8fbf9b7e100f11317dab79d8716d43
OKONKWO,
C. (2010). SUSTAINABLE ASSESSMENT AND EVALUATION STRATEGIES
FOR OPEN AND
DISTANCE LEARNING. Turkish Online Journal Of Distance Education (TOJDE),
11(4), 121-129. Retrieved from: http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=SUSTAINABLE+ASSESSMENT+AND+EVALUATION+STRATEGIES+FOR+OPEN+AND+DISTANCE+LEARNING&rft.jtitle=The+Turkish+Online+Journal+of+Distance+Education&rft.au=Charity+Akuadi+OKONKWO&rft.date=2010-10-01&rft.pub=Anadolu+University%2C+Eskisehir&rft.issn=1302-6488&rft.eissn=1302-6488&rft.volume=11&rft.issue=4&rft.spage=121&rft.epage=129&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_articles_2e707766349e66325b1d7c397507d83c¶mdict=en-US
Pimentel,
E. P., & Omar, N. (2008). Formative assessment in distance learning
education with
cognitive and
metacognitive measurements. International Journal of Information and
Communication Technology Education, 4(3), 49-58. Retrieved from http://search.proquest.com/docview/222734893?accountid=12085
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