Often text and graphic principles promote learning within an educational and work environment. Principles such as multimedia, contiguity, personalization, segmenting and pre-training provide strategies to enhance the learning environment and the retention of the course’s content.
Multimedia Principle/Multimedia Effect Multimedia tools provide several visual and audio aids for learners to gain and retain new information. Learners within a surgical course often better understand the steps of completing a heart transplant by watching an instructional video rather than just hearing a lecture.
Contiguity Principle Contiguity connects related information simultaneously. Learners are allowed to comprehend information when visual aids are available throughout the educator’s lecture. New hire trainers often use PowerPoint presentation while introducing new information to allow leaners to connect the content and visual aid.
Personalization Principle Personalization conversations with learners allow them to connect with the content on a deeper level. Once employees are able to personally connect with the information their learning is enhanced. Managers often coach their employees by building connection through social conversations. Coaching and training often relate to how the employee’s personal contributions directly affect the end results.
Segmenting Principle Learners are able to understand and retain complex information better when the information is broken down into phrased. Learners within an automotive course are able to understand how an engine runs if each component of an engine is explained individually. Once the individual components are understood, the educator then explained how each part works together to produce an effective engine.
Pre-Training Principle At times, additional information must be provided to learners before the intended learning begins. Employees learning a new sales process must first know and understand the key concepts of the new process. Once the term are fully understood, the intended training of the new sales process can begin.
Reference:
Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelinesfor consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer
Often text and graphic principles promote learning within an educational and work environment. Principles such as multimedia, contiguity, personalization, segmenting and pre-training provide strategies to enhance the learning environment and the retention of the course’s content.
Multimedia Principle/Multimedia Effect
Multimedia tools provide several visual and audio aids for learners to gain and retain new information. Learners within a surgical course often better understand the steps of completing a heart transplant by watching an instructional video rather than just hearing a lecture.
Contiguity Principle
Contiguity connects related information simultaneously. Learners are allowed to comprehend information when visual aids are available throughout the educator’s lecture. New hire trainers often use PowerPoint presentation while introducing new information to allow leaners to connect the content and visual aid.
Personalization Principle
Personalization conversations with learners allow them to connect with the content on a deeper level. Once employees are able to personally connect with the information their learning is enhanced. Managers often coach their employees by building connection through social conversations. Coaching and training often relate to how the employee’s personal contributions directly affect the end results.
Segmenting Principle
Learners are able to understand and retain complex information better when the information is broken down into phrased. Learners within an automotive course are able to understand how an engine runs if each component of an engine is explained individually. Once the individual components are understood, the educator then explained how each part works together to produce an effective engine.
Pre-Training Principle
At times, additional information must be provided to learners before the intended learning begins. Employees learning a new sales process must first know and understand the key concepts of the new process. Once the term are fully understood, the intended training of the new sales process can begin.
Reference:
Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer
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