The Multimedia Principle
1.
Use
words and graphics rather than words alone
a.
Graphics
and text are used to present instructional content
b.
Graphics
are relevant rather than decorative
c.
Representative
graphics are used to illustrate concrete facts, concepts, and their parts
d.
Animation
is used to illustrate processes, procedures, and principles
e.
Organizational
graphics are used to show relationships among ideas or lesson topics
f.
Interpretative
illustrations such as graphs are used to show relationships among variables or
to make invisible phenomena visible
g.
Graphics
are used as a lesson interface for case studies
The Contiguity Principle
1.
Place
printed words near corresponding graphics
a.
Screens
that place explanatory text adjacent to the graphic they describe
b.
Feedback
that appears on the same screen as the question
c.
Procedural
directions that appear on the same screen in which the steps are to be applied
in an exercise
d.
Linked
information that does not cover related information on the primary screen
e.
Use
of techniques such as pop-up text and reduced graphics that support integration
of text and graphics
The Redundancy Principles
1.
Avoid
presenting words as narration and identical text in the presence of graphics
a.
Graphics
are described by words presented in the form of audio narration, not by
narration and redundant text
2.
Consider
the narration of onscreen text in special situations
a.
Onscreen
text can be narrated when the screens do not include graphics
b.
When
language is challenging, onscreen text is narrated
The Coherence Principles
1.
Avoid
eLessons with extraneous sounds
a.
Lessons
that DO NOT include extraneous sounds in the form of background music or
unrelated environmental sounds
2.
Avoid
eLessons with extraneous pictures
a.
Lessons
that DO NOT use graphics and video clips that are related but not essential to
the knowledge and skills to be learned
3.
Avoid
eLessons with extraneous words
a.
Lessons
that present content in lean text or narration that presents the main points
The Personalization Principles
1.
Use
conversational rather than formal style
a.
Instructional
content presented in conversational language using you, your, I,
our and we
b.
Use
onscreen coaches to promote learning
c.
Coaching
provided via conversational narration from onscreen characters (agents):
i.
Agents
may be visually realistic or line art
ii.
Agent
dialog presented via audio narration
iii.
Voice
quality and script should be natural and conversational
iv.
Agents
serve a valid instructional purpose
The Pretraining Principle
1.
Begin
the presentation with concise descriptions of the components of the concept you
are presenting
a.
Use
outline formats to describe each individual component in a brief and succinct
fashion
The Signaling & Pacing Principles
1.
Provide
signaling as to organization of the narration
a.
Communicate
to the learner the overall structure, interactivity and estimated length of
time required to complete the eLesson
2.
Allow
the learner to control the pace of the presentation
a.
Compartmentalize
the content so the learner can train in easily-absorbed chunks at their own
pace
The Modality Principle
1.
Present
words as speech rather than onscreen text
a.
Use
of audio narration to explain onscreen graphics or animation
b.
Use
of text for information that learners will need as reference, such as
directions to practice exercises
The Practice Principles
1.
Interactions
should mirror the job
a.
Exercises
that require learners to apply knowledge and skills to job-realistic situations
and environments
2.
Critical
tasks require more practice
a.
Several
practice exercises per topic
b.
More
practice opportunities for highly critical tasks than for less critical tasks
c.
Distribution
of exercises throughout the lessons rather than placement in one location
3.
Apply
the multimedia principle to practice exercises
a.
Directions
to practice exercises presented in text clearly visible near the question
b.
Feedback
appearing in text close to the question
c.
Memory
support visible near the application question
4.
Train
learners to self-question during receptive eLessons
a.
Training
in self-questioning when eLessons lack practice exercises
The Worked Example Principles
1.
Replace
some practice problems with worked examples
a.
Worked
examples that illustrate task performance and replace some practice problems
for novice learners
b.
Worked
examples are interspersed among practice problems
c.
Complex
worked examples are formatted to draw attention to the sub-goals of the problem
d.
Demonstrations
and practice in self-explanations of worked examples are included
2.
Apply
the multimedia principle to examples
a.
Textual
explanations are integrated into the graphic elements of an example
b.
Audio
is used to elaborate on a graphic illustration or animated demonstration
c.
Conversational
script and agents are used to present worked examples
3.
Use
job-realistic or varied worked examples
a.
For
near transfer skills (procedures), worked examples in the form of
demonstrations incorporate job context
b.
For
far transfer skills (principles), several diverse worked examples show
application of guidelines to diverse job scenarios
The Problem-Solving Principles
1.
Use
job contexts to teach problem-solving processes
a.
eLessons
based on job-realistic case problems and the thinking processes needed to solve
them
b.
Opportunities
for learners to try out job-realistic problem-solving actions to collect data,
analyze results, and derive solutions
2.
Focus
training on thinking processes versus job knowledge
a.
Worked
examples of expert problem-solving actions and thinking processes
b.
Make
learners aware of their problem solving process
c.
Opportunities
for learners to document their problem-solving plans
d.
Opportunities
for learners to view their problem-solving paths and compare them with the
paths of experts
e.
Opportunities
to collaborate with other learners during problem-solving and/or to learn from
the products of previous learners
f. Inclusion of the tools, data sources, actions, thinking processes, and cases that reflect real-world job-expert problem-solving.