My experiences with elearning - part X

Seasons greetings.

I continue my experiences in elearning with some more principles of psychology - Instructional Systems Design which are very well summarised by Ruth Clark & Richard Meyer in their book elearning and the science of instruction. The chapters 4-10 describe multimedia principles and chapters 11-15 describe instructional methods. These are a must read for anyone in the field of elearning.

Worked example = leveraging examples in elearning.

A worked example is a step-by-step demonstration of how to perform a task or solve a problem. Examples are one of the most powerful methods. Learners often bypass verbal descriptions and prefer examples. Learners can build procedural skills such as how to use a spreadsheet or strategic skills such as how to conduct a negotiation.

E.g.1: a well structured mathematical problem.
E.g.2: modeling example = worked example in which a human provides a demonstration of how to complete a task – this may be a video-recorded / animated demonstration of  salesperson discussing product features.

The main path to building new knowledge in long-term memory is through imitating others - worked examples offer the opportunity to borrow knowledge from others. Learning is more efficient with a greater initial reliance on worked examples in place of practice exercises.

Worked example principle 1) Fade from worked examples to problems

Once basic knowledge structures have formed, practice helps learners automate the new knowledge. Initially rely on worked examples and then transition into practice exercises.

In fading, you first provide a fully worked example – you follow the initial example with a second example in which most of the steps are worked out and the learner completes the final steps. As examples progress, the learner gradually completes most of the steps. End with a practice problem that the learner must solve entirely on his/her own. In progressing through a series of faded worked examples, the learner gradually assumes more and more of the mental work until at the end when s/he completes the full practice problem(s). Novices benefit from an example rather than solving a problem - however once the knowledge is stored in memory, studying a worked example adds no value; at that point, learners need to practice.

Ideal for technical training / basic finance principles

Worked example principle 2) Promote self-explanations

A self-explanation question is an interaction – often multiple choice questions – that requires the learner to review the worked out steps and identify the underlying principles or rationale behind them. By asking learners to identify the rationale that underlies each step, they are encouraged to process that step in a meaningful way.

Worked example principle 3) Include instructional explanations of worked examples

Use a HELP button to offer more specific details or rationale for the guidelines illustrated in the worked example. This is effective when conceptual understanding is the goal rather than problem solving performance – especially with mathematical content.

Worked example principle 4) Apply multimedia principles to examples

1. Multimedia effect – illustrate worked examples with relevant visuals
2. Modality and Redundancy principle – present steps with audio and NOT audio with text
3. Contiguity principle – present steps with integrated text. When using text to present steps accompanied by a visual, place the text close to the relevant visual
4. Segmenting principle – present steps in conceptually meaningful chunks. Group steps into meaningful chunks and draw learner attention to the chunks by visually isolating them, by building them through a series of overlays or by surrounding related text with boxes
5. Segmenting principle – present steps with learner control of pacing with a CONTINUE button instead of a viewing content like a non-stop video
6. Pretraining principle – familiarise learners with example context to avoid learners not understanding an out of context example. Select illustrative content that is likely to be familiar to the learners. Rather than using geometry or electronics, use more familiar context such as basic Internet searching or everyday skills such as brushing teeth or cooking

Worked example principle 5) Support learning transfer

If the main goal is to teach learners procedures – tasks that are performed very much the same way each time they are completed, e.g. accessing email or filling out a customer order form - help learners apply steps learnt in the training to similar situations in the work environment.

Use varied context worked examples so learners can understand the underlying principles e.g. tumor operation from many sides, extinguishing fire in oil rig.

I can offer more experiences if contacted on +91 9158444664 or [email protected]

Disclaimer - These views are personal views of the author and not of his organisation. This article does not aim to reproduce portions of the book described or infringe on copyrights of the book publisher / editor / authors. The views are not meant to promote or undermine products of any organisation.