EDUC 633 Webliograpy of Clark & Mayer Chapters 7 & 8

Written by Dale Hicks and Otis Jones

You can also read Otis' blog at http://otisimotech.wordpress.com/
Summary

Chapter 7 talks about practical suggestion that people learn better from concurrent graphics and audio than from concurrent graphics, audio, and on screen text. The technique redundant refers to redundant printed text (on-screen text) because the same text is translated into spoken text. Clark & Mayer suggests that the psychological advantage of presenting words in audio alone is to avoid overloading of the visual channel of working memory. There is some benefits of use for redundant on-screen text that is called boundary conditions.

Clark & Mayer (2008) based their theory on cognitive psychology. They recommend that we avoid e-learning courses that contain redundant on-screen text presented at the same time as on-screen graphics and narration. They claim that comparing and reconciling on-screen text and narration will cause the cognitive learning process inconsequential to learning the content.

Psychological reasons for the redundancy principle are based on the belief that some people learn by visual learning and others by verbal learning styles. Therefore, it seems that words should always be presented in both spoken and printed form so learners can choose the presentation format that best matches their learning preferences (Clark & Mayer, 2008). The learning styles hypothesis base its information from the acquisition theory for multimedia learning that refers to learning consists of receiving information.

            Clark and Mayer (2011) present what they call the coherence principle.  This principle addresses the use of extraneous audio, graphics, and words in an attempt to increase interest in e-learning lessons.  Some educators try to increase student learning experiences by adding audio enhancements like background music or sound effects.  Sometimes, extra graphics, extremely detailed graphics, or graphics with additional wording are used for a similar effect.  The wording may be bits of information related to the topic but not relevant to the lesson.  It may even be relevant to the lesson, but overladen with technical details.  The bottom line concept of the coherence principle identifies all these enhancements as deterrents to cognitive learning. Clark and Mayer explain that the extraneous materials in the lessons overload the learners’ cognitive processes and block their ability to adequately retain and recall information from lessons.  They document evidence supporting this claim from a series of studies which they performed.  These research studies seem to have given adequate treatment of the question to both sides of the basic concept.  Clark and Mayer acknowledge that their studies did not exhaust all the research avenues and further research would be necessary to explore the matter to its end.

Otis’ Reflection

Distant education learning and technology is making education a large avenue for students to learn rather than attending a traditional school setting. Researches have shown that students could get the same level of education as traditional education student. For instance, EDUC 500 is a prime example of distant education (online). Distant education impacts the learning style of a student. Research shows that if certain learning styles/designs are implemented, then the student would be successful in distant education vs. being in a traditional setting. In 2 Thessalonians 2:15 Paul said “With all these things in mind, dear brothers and sisters, stand firm and keep a strong grip on the teaching we passed on to you both in person and by letter (Holy Bible, 1996, 2004, 2007). This verse in the bible tells me I need to stand firm in teaching I am being presented to by distant education. 

This chapter is very dear to me because being a special education educator, The Redundancy Principle do not change my method of learning nor how I will display important information to my students via on-screen text and audio narriation. I feel that these two methods of displaying information is critical to the disable learner. I disagree with Clark and Mayer major criticism about how people learn. Their assumption is not really based on research, it is based on their own premise of designing on-screen text and Narrated graphics. Another major problem with the learning styles view is that it is not supported by the available research evidence (Clark & Mayer, 2008). This statement verifies my belief about their assumption. Pashler, McDaniel, Roher, and Bjork (2008) in their scientific research evidence were unable to find evidence that visual learners learn better with visual forms of instruction and verbal learners learn better with verbal form of instruction.

Over years I have seen educators in the traditional classroom setting change because of the new styles of learning and instructing. “More recently, a whole range of electronic communication technology has made the possibilities for learning at distance, perhaps in one’s own home…”(Bork, 1987).

Dale’s Reflection

            Both the redundancy and coherence principles remind me of when I was in elementary school.  Classrooms in those days had many windows that looked out onto the school grounds.  It was easy to find myself or another student gazing out the window at something unrelated to the class.  Learning did not occur because cognitive processes were replaced thoughts of swing sets, kickball games, and freeze tag.  Those distractions interrupted my learning process much the same way the extraneous materials in an e-learning lesson can.  As educational technologists and online educators, it will be incumbent upon us to focus on the idea that less can sometime be more.  Fewer distractions may provide more opportunities true learning to occur. 

References

Borko, M. (1998). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3^rd ed.). San Francisco, CA: Wiley & sons. ISBN: 9780470874301.

Holy Bible, New Living Translation, (2007).  Chicago: Tyndale House.

EDUC 633 Assessments

Description: Read the following quote:   

Successful educational institutions in the future will out of necessity integrate the worlds of education, work, and leisure with leading edge electronic technologies as they become available.  The new model for educational activity will be that which is delivered by the institutions and acquired by the students in an anytime, anyplace, on-demand fashion. The educational institution of the future, at the post-secondary level at least, will not be a campus we drive through and view the ivy covered halls of wisdom, but it will be a learning experience we participate in while we drive along the highway, relax at home, work at our desks, fly to distant locations, collaborate with fellow learners, and accomplish all the other tasks required of us to be productive, useful, and educated citizens of the world.  It will always be at our fingertips, or at least no more than a click away. One of the major challenges of this new “at-our-fingertips” learning environment is how to assess learner achievement in an online course in which learner and instructor seldom or never see each other in face-to-face contact.  The assessment must be authentic as defined by Wiggins (1998), Bridges (1995) and others and must be effective in that it measures learning, engages the learner, is integrated into the learning process, and promotes further learning.  The assessment paradigm developed as a result of this study will be a step forward. (Drummond, 2003)

 

 As in this quote, the literature has suggested that the evolution of mobile and online education has revolutionized and introduced challenges for assessment. Take a virtual field trip to the library databases and identify several articles to answer the following questions:

What are those revolutions?

Online and mobile learning has revolutionized the way teaching and learning occurs.  Beeber and Boboc (2010) noted that anonymity has played a key role in changing student learning attitudes.  Students “may sense a certain freedom to engage in discussion and state viewpoints specifically as a result of the lack of face-to-face interaction with the instructor.”  Additionally, there may be more opportunities for student-instructor interaction and fewer constraints on peer relationships.

What are the challenges?

Beeber and Baboc identify the following as some of the challenges:

·         Student expectation for immediate response, feedback, and access to instructor via email

·         Impact on instructor time management processes

·         Need for greater initiative on the part of both instructor and student

Alden (2011) adds these to the list as related to group assignments:

·         Group produced papers are almost indistinguishable from individually produced papers

·         Assessing individual contributions to the final group product

What is current online and mobile assessment methods being used and what is there effectiveness?

Alden offers these methods for assessing individual contributions and group projects:

·         Shared team grade

·         Faculty review of records

·         Faculty review of student-generated portfolio

·         Peer assessment of team member contributions

Luchoomun, McLuckie, and Wesel (2010) also support Alden’s offering by suggesting the use of e-portfolios to aid in assessing online learners. 

Summary

            Assessing learning in an online environment can present a challenge for instructors.  Traditional methods and expectations from face-to-face environments may not translate to the virtual learning world.  It may be advisable for online instructors to evaluate the expectations of their students, content of the lessons, and learning objective to develop learning assessments that will adequately measure student learning and understanding.   Initiative plays a key factor in student-instructor interaction and may be a determining factor in engagement.  

Reflections

Based on your personal theory of learning, how should online learners be assessed?

            Since no two learners are exactly alike, assessments should encompass a variety of methods based on the subject and learning objective.  Assessments for a math class may not be similar in format as those for history or science classes.  However, some crossover may occur between classes.  Some language arts skills may be required for history or science classes for example.  Math skills may be needed for a science class.  The ability to adapt and integrate assessments into a hybrid format is a necessity.  Multiple choice questions are simple but effective tools to gage baseline understanding.  However, synchronous or asynchronous discussions would provide an opportunity to assess internalization of subject matter.  Portfolio reviews offer a holistic approach to assessing the progress of a student over time.

 

How is this congruent with what is understood, in the literature, about mobile and online education assessment?

            My proposed methods of assessing online/mobile students follow the literature very closely.  I think that flexibility and adaptability are important when deciding on the type of assessment used.  Assessments cannot be one-size-fits-all because learning is multi-modal. 

 

References

Alden, J. (2011). Assessment of Individual Student Performance in Online Team Projects. Journal Of Asynchronous Learning Networks, 15(3), 5-20.

Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments. Electronic Journal Of E-Learning, 8(1), 1-12.

Luchoomun, D., McLuckie, J., & van Wesel, M. (2010). Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning. Electronic Journal Of E-Learning, 8(1), 21-30

EDUC 633: Learing Theory - Constructivism

Constructivism

Strengths:

·         Learning occurs through experience

·         Personal experiences play a factor in the learning process

·         Teachers guide learning process vice dictating lessons

·         Learner interests serve as source of motivation to gain knowledge

Weakness:

·         Learning processes could lose momentum with a decline in motivation

·         Loosely structured, exploratory learning could result in wandering, off-topic learning

·         Since personal experiences are the foundation, constructivism could seem inappropriate for younger learners

Practical application:

I have worked in the field of aviation maintenance for 21 years.  You may wonder what an aircraft maintainer could have to offer in the way of learning theory.  I have worked on a wide range of electronics and aircraft platforms.  Each time I report to a new duty station, I must learn how to conduct the necessary maintenance on the newest equipment.  Every experience adds to my foundational knowledge providing me large base from which to launch my latest learning experience.  As you can see, much of my training has been designed to follow the theory of constructivism.  Often times we use a concept of see one, do one, teach one.  This is a scaffolded approach to learning.  First, we gain foundational knowledge about a new process or skill. This may occur in a classroom setting, through self-paced, online lessons, or direct observations.  The next step is to do one.  Under the guidance of an experienced technician or maintainer, we perform tasks reinforce the lesson and gain practical experience.  Finally, we demonstrate mastery of the process or skill by teaching it to the next generation of learners, thus completing the cycle. 

The best application of this concept for distance education would include a combination of asynchronous and synchronous lessons.  Asynchronous, self-paced lessons which include a blending of theory and demonstration could be used to build foundational knowledge.  This would be followed by guided practice sessions.  Guided sessions could be asynchronous, self-paced lessons which walk the learner through tasks step-by-step.  Each step would offer opportunities to check work for accuracy and self-correction as needed.  Synchronous, facilitator guided online lessons would offer learners an opportunity to demonstrate skills while gaining immediate feedback.  Finally, leaners could assume the role of online facilitator or mentor to help teach or guide the next generation of learners.