Module 5 E-Learning

Help learners build procedural skills such as performing tasks

Helps learners develop strategic skills

Support learning transfer

Near transfer - the ability to understand how to perform a task based on knowledge of a similar task.

far transfer - teaching strategies rather than tactics

Apply multimedia to examples

Illustrate worked examples with appropriate visuals

Present steps with audio only rather than audio and text

Present steps with integrated text

Present steps in meaningful groups

Give learners control of the pacing

Include instructional explanation of worked examples as needed

Conceptual understanding more important than problem solving

When there are no self-explanation questions

Mathematical content

Promote self-explanations

Add self-explanation questions to worked examples

Encourage active observations

Fade from worked examples to problems

Use varied types of examples to provide additional context

Helps develop abstraction skills

Illustrate the same guidelines in different ways

Include self-explanation questions for better results

Promotes understanding by expecting students to explain the answer

Aids in abstraction skills

Helps internalize knowledge

Require active comparisons using the varied types of examples

Leads students in understanding similarities

Helps foster abstraction skills

A step-by-step demonstration of how to perform a task or solve a problem

When to use fading rather than self-explananation questions

Both are effective alone

Used together they seem to cause cognitive stress

How to design and use modeling examples

Do modeling examples benefit from fading or other strategies

How does multi-media get worked into the example

How can active observation be used in workplace learning

Use fully representative problems

Show each step in the process of solving the problem

Provide clear and concise descriptions of each step