3.+Examples+of+principles+in+learning


 * Part I. Principles That Promote Learning**

According to Clark and Mayer (2008), distinct principles that promote learning entail:

**Worked Example Principle**-involves incorporating demonstrations of how to solve problems and perform tasks. The five subdivisions do the following:
 * Multimedia Principle ** deals with incorporating graphics and words in e-learning. Graphics can be used to:
 * Teach content
 * As topic organizers
 * To show relationships
 * As lesson interfaces
 * Contiguity Principle ** includes the best ways to position graphics and related text on screens. The two types are:
 * Contiguity Principle 1- positions printed words near corresponding graphics
 * Contiguity Principle 2-positions spoken words with corresponding graphics
 * Personalization Principle ** presents words in audio narration rather than in on screen text.
 * Personalization Principle 1- utilizes of conversational rather than formal style.
 * Personalization Principle 2- applies effective on-screen coaches to promote learning.
 * Personalization Principle 3- showcases the author to encourage learning.
 * Segmenting Principle ** -breaks continuous up in parts to enhance all forms of e-learning
 * Pretraining Principle ** -provides the names and locations of key components in a system that is to be learned.
 * Uses fading
 * Promotes self-explanations of worked-out steps
 * Supplements worked examples with explanations.
 * Relates multimedia principles to examples.
 * Supports Learning Transfer


 * Part II. Principles That Do Not Promote Learning**

According to Clark and Mayer (2008), distinct principles that do not promote learning entail:
 * Coherence Principle 1:** Avoid e-Lessons with Extraneous Audio- Adding too many audio elements will only cause distraction for the learner. When adding sound in e-learning, the developer needs to remember to break up the audio elements instead of incorporating continuous background music and sounds. This especially needs to be taken into consideration if there is a lot of onformation for the learner to review. “Background music and sounds may overload working memory, so they are most dangerous in situations in which the learner may experience heavy cognitive load” (Clark & Mayer, 2008).


 * Coherence Principle 2:** Avoid e-Lessons with Extraneous Graphics**-** Incorporating visuals into e-learning can definitely promote learning however; adding unrelated elements can also hinder learning. If the learner sees too many graphics or unrelated ones, then they may just skim through the material opposed to reading it and retaining it. “There is a common unproductive tendency to insert theme characters from popular games and movies who are added only for entertainment value and serve no instructional role. These embellishments are likely to depress learning” (Clark & Mayer, 2008).


 * Coherence Principle 3:** Avoid e-Lessons with Extraneous Words- When designing an e-learning course, the most common way to relay the material is through text. Developers need to be cautious and aware of the text they are using. Adding extra words will make the lesson seem less interesting. “When the goal is to promote learning of the target material—such as the workings of a cause-and-effect system—adding interesting but extraneous words may result in poorer learning” (Clark & Mayer, 2008).