Technology+Terms

 Technology Terms

//**CHAPTER 3 **//

**Dynamic graphics** - animation or video **Decorative graphics** serve to decorate the page without enhancing themessage of the lesson **Representational graphics** portray a single element, such as a photo of abicycle tire pump along with a caption. **Relational graphics** portray a quantitative relation among two or morevariables, such as a line graph showing the relation between years of age onthe x-axis and probability of being in a bicycle accident on the y-axis. **Organizational graphics** depict the relations among elements, such as adiagram of a bicycle tire pump with each pert labeled or a matrix giving adefinition and example of each of three different kinds of pumps. **Transformational graphics** depict changes in an object over time, such asa video showing how to fix a flat tire. **Interpretive graphics** illustrate invisible relationships such as ananimation of the bicycle pump that includes small dots to show the flow of airinto and out of the pump. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Screen capture** is a replication of an actual software screen. <span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Process** is a step-by-step description of how a system works, includingbusiness, scientific, and mechanical systems.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">//**Chapter 4**//

<span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Extraneous processing** -cognitive processing that is unrelated to the instructional goal. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Split attention** - the learner is forced to use limited working memorycapacity to coordinate the multiple sources of information. <span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**The contiguity principle** involves the need to coordinate printed words andgraphics. Corresponding graphics and printed words need to be placed near eachother on the screen.

//<span style="font-family: 'Comic Sans MS',cursive;">**Chapter 8** //

<span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Personalization Principle 1** - Using conversational rather than formal style dialogue. This approach resembles human-to-human conversation. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;">**<span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">Informational Delivery -**This view of learning maintains that it is the intructor’s jobis to present information and the learner’s job is to acquire the information. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Personalization Principle 2** - Using effective on-screen coaches to promote learning. Agents can be representations of real people using video and human voice or artificial characters using animation and computer-generated voice. Our major interest in agents concerns their ability to employ sound instructional techniques that foster learning. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Pedagogical agents** are on-screen characters who help guide the learningprocess during an e-learning episode. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Personalization Principle 3** - Making the author visible to pPromotelearning. Visible authors reveal information aboutthemselves and highlight their personal perspectives. Converting an invisibleauthor to a visible one can be called giving a voice to the text

//<span style="font-family: 'Comic Sans MS',cursive;">**Chapter 9** // <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Segmenting Principle** -Breaking acontinuous lesson into bite-size segments. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;">**<span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">Pretraining principle -**To preview key terms and concepts prior to introducingthe lesson.

//<span style="font-family: 'Comic Sans MS',cursive;">Chapter 10 //
<span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Worked Example** - A worked example is a step-by-step demonstration of how to perform a task or solve a problem. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;">**<span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">Fading -** In fading, the first example is a worked exampleprovided completely by the instruction. The first fully worked example isfollowed by a second example, in which most of the steps are worked out but thelearner is asked to complete one or two of them. As examples progress, thelearner gradually completes more of the steps. Eventually the learner solves apractice problem completely on his or her own. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"> ** __expertise reversal effect__ --** A phenomenon that maintains thatas learners gain more expertise, worked examples can actually impede learning. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #16c251; font-family: 'Comic Sans MS',cursive;">**Chunking** -Breaking down large amounts of information into smallerrelatable parts.

//<span style="font-family: 'Comic Sans MS',cursive;">**Five principles of worked examples:** // <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Principle 1 :Transition from worked examples to full problems via fading. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Principle 2 : Includeself-explanation questions with your worked examples. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Principle 3 : Supplementworked examples with effective explanations. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Principle 4 : Applythe multimedia principles to the design of your examples. <span style="color: #16c2c2; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Principle 5 : Support learning transferthrough effective design of context of worked examples.

Reference: Clark,R.C. & Mayer, R.e. (2008). E-Learning and the science of instruction:proven guidelines for consumer and designer of multimedia learning. (2nd ed.)San Francisco, CA: Pfeiffer