Term Definitions The terms below define each principle as it relates to providing best practices to enhance the adult learning experience:
Evidence-based practices are defined as research that offers a combination of instructional methods and theories proven to be effective in providing a successful learning experience (Clark & Mayer, 2011).
Instructional effectiveness is defined as a three-part method of comparing and measuring the effectiveness of instruction to understand how well students are grasping course concepts. The three-part measurement answers questions pertaining to what instructional combination works, causing the student to grasp course concepts. The other two parts of measurement revolves around answering ‘when’ does the chosen instructional strategy works, and ‘how’ does the chosen method work (Clark & Mayer, 2011).
The multimedia principle is defined as the use of combination of words and graphics causing the learning to make connections between pictorial and verbal representations (Clark & Mayer, 2011).
The contiguity principle is defined as the combination of text and graphics in an electronic format that allows the ability to scroll across graphics or picture to find the text display of words or notes that explain the graphic (Clark & Mayer, 2011).
The modality principle is defined as an audio component added to a text and graphics (visual) presentation. The learner is able to hear the course concepts read to them while viewing the graphics and text displayed in the presentation (Clark & Mayer, 2011).
The redundancy principle is defined as an audio component added to text and graphics that audibly repeats the text displayed. The use of this method allows the learner understands vowel sounds and proper pronunciation of text displayed in association with graphics as the student repeats and memorizes what he or she hears (Clark & Mayer, 2011).
The coherence principle is defined as a straight forward approach to learning, ruling out sound, audio, and graphics that do not relate to the block of instruction (Clark & Mayer, 2011).
The personalization principle is defined as a method of learning that involves conversation and use of an interactive-scenario for the learning experience rather than student reading written words. The learner interacts with an avatar character or picture of a real person (Clark & Mayer, 2011).
The segment and pertaining principle are defined as a step-by-step method as the students associate a process that concludes in accuracy in the desired results. Worked examples are offered to support the learner’s conceptual rationale in problem solving techniques (Clark & Mayer, 2011).
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
The terms below define each principle as it relates to providing best practices to enhance the adult learning experience:
Evidence-based practices are defined as research that offers a combination of instructional methods and theories proven to be effective in providing a successful learning experience (Clark & Mayer, 2011).
Instructional effectiveness is defined as a three-part method of comparing and measuring the effectiveness of instruction to understand how well students are grasping course concepts. The three-part measurement answers questions pertaining to what instructional combination works, causing the student to grasp course concepts. The other two parts of measurement revolves around answering ‘when’ does the chosen instructional strategy works, and ‘how’ does the chosen method work (Clark & Mayer, 2011).
The multimedia principle is defined as the use of combination of words and graphics causing the learning to make connections between pictorial and verbal representations (Clark & Mayer, 2011).
The contiguity principle is defined as the combination of text and graphics in an electronic format that allows the ability to scroll across graphics or picture to find the text display of words or notes that explain the graphic (Clark & Mayer, 2011).
The modality principle is defined as an audio component added to a text and graphics (visual) presentation. The learner is able to hear the course concepts read to them while viewing the graphics and text displayed in the presentation (Clark & Mayer, 2011).
The redundancy principle is defined as an audio component added to text and graphics that audibly repeats the text displayed. The use of this method allows the learner understands vowel sounds and proper pronunciation of text displayed in association with graphics as the student repeats and memorizes what he or she hears (Clark & Mayer, 2011).
The coherence principle is defined as a straight forward approach to learning, ruling out sound, audio, and graphics that do not relate to the block of instruction (Clark & Mayer, 2011).
The personalization principle is defined as a method of learning that involves conversation and use of an interactive-scenario for the learning experience rather than student reading written words. The learner interacts with an avatar character or picture of a real person (Clark & Mayer, 2011).
The segment and pertaining principle are defined as a step-by-step method as the students associate a process that concludes in accuracy in the desired results. Worked examples are offered to support the learner’s conceptual rationale in problem solving techniques (Clark & Mayer, 2011).
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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