eラーニングと教育(第3版)<br>e-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning (3RD)

eラーニングと教育(第3版)
e-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning (3RD)

  • Wiley(2011/07発売)
  • ただいまウェブストアではご注文を受け付けておりません。 ⇒古書を探す
  • 製本 Hardcover:ハードカバー版/ページ数 576 p.
  • 言語 ENG
  • 商品コード 9780470874301
  • DDC分類 371

Full Description


Thoroughly revised and updated, this third edition of the best-selling book offers a comprehensive review of multimedia learning for both users and designers. The book contains design principles that are written to increase learning while debunking many popular theories about good design. The book also contains the most current research and includes new topics (e-learning for educators, new delivery technologies, social media, and more) and offers helpful guidelines. The book s many examples: create working multimedia that inform the research guidelines; have been update to include real-world screen captures; extend principles to illustrate their application to synchronous e-learning tools.

Table of Contents

Acknowledgments                                    xvii
Introduction 1 (6)
1 e-Learning: Promise and Pitfalls 7 (22)
What Is e-Learning? 8 (3)
Is e-Learning Better? 11 (3)
The Promise of e-Learning 14 (5)
The Pitfalls of e-Learning 19 (1)
Inform and Perform e-Learning Goals 20 (2)
e-Learning Architectures 22 (1)
What Is Effective e-Courseware? 23 (2)
Learning in e-Learning 25 (4)
2 How Do People Learn from e-Courses? 29 (20)
How Do People Learn? 31 (8)
How e-Lessons Affect Human Learning 39 (5)
What We Don't Know About Learning 44 (5)
3 Evidence-Based Practice 49 (18)
What Is Evidence-Based Practice? 50 (1)
Three Approaches to Research on 51 (4)
Instructional Effectiveness
What to Look for in Experimental 55 (2)
Comparisons
How to Interpret No Effect in 57 (1)
Experimental Comparisons
How to Interpret Research Statistics 58 (3)
How Can You Identify Relevant Research? 61 (1)
What We Don't Know About Evidence-Based 62 (5)
Practice
4 Applying the Multimedia Principle: Use 67 (24)
Words and Graphics Rather Than Words Alone
Do Visuals Make a Difference? 69 (1)
Multimedia Principle: Include Both Words 70 (4)
and Graphics
Some Ways to Use Graphics to Promote 74 (4)
Learning
Psychological Reasons for the Multimedia 78 (1)
Principle
Evidence for Using Words and Pictures 79 (4)
The Multimedia Principle Works Best for 83 (1)
Novices
Should You Change Static Illustrations 84 (2)
into Animations?
What We Don't Know About Visuals 86 (5)
5 Applying the Contiguity Principle: Align 91 (24)
Words to Corresponding Graphics
Contiguity Principle 1 Place Printed 93 (9)
Words Near Corresponding Graphics
Contiguity Principle 2 Synchronize Spoken 102 (2)
Words with Corresponding Graphics
Psychological Reasons for the Contiguity 104 (2)
Principle
Evidence for Presenting Printed Words 106 (3)
Near Corresponding Graphics
Evidence for Presenting Spoken Words at 109 (1)
the Same Time as Corresponding Graphics
What We Don't Know About Contiguity 110 (5)
6 Applying the Modality Principle: Present 115 (18)
Words as Audio Narration Rather Than
On-Screen Text
Modality Principle: Present Words as 117 (2)
Speech Rather Than On-Screen Text
Limitations to the Modality Principle 119 (2)
Psychological Reasons for the Modality 121 (2)
Principle
Evidence for Using Spoken Rather Than 123 (5)
Printed Text
When the Modality Principle Applies 128 (1)
What We Don't Know About Modality 129 (4)
7 Applying the Redundancy Principle: 133 (18)
Explain Visuals with Words in Audio OR
Text: Not Both
Redundancy Principle 1 Do Not Add 135 (2)
On-Screen Text to Narrated Graphics
Psychological Reasons for the Redundancy 137 (2)
Principle
Evidence for Omitting Redundant On-Screen 139 (2)
Text
Redundancy Principle 2 Consider Adding 141 (1)
On-Screen Text to Narration in Special
Situations
Psychological Reasons for Exceptions to 142 (2)
the Redundancy Principle
Evidence for Including Redundant 144 (2)
On-Screen Text
What We Don't Know About Redundancy 146 (5)
8 Applying the Coherence Principle: Adding 151 (28)
Material Can Hurt Learning
Coherence Principle 1 Avoid e-Lessons 153 (3)
with Extraneous Audio
Psychological Reasons to Avoid Extraneous 156 (1)
Audio in e-Learning
Evidence for Omitting Extraneous Audio 157 (2)
Coherence Principle 2 Avoid e-Lessons 159 (1)
with Extraneous Graphics
Psychological Reasons to Avoid Extraneous 160 (1)
Graphics in e-Learning
Evidence for Omitting Extraneous Graphics 161 (3)
Added for Interest
Evidence for Using Simpler Visuals 164 (2)
Coherence Principle 3 Avoid e-Lessons 166 (2)
with Extraneous Words
Psychological Reasons to Avoid Extraneous 168 (1)
Words in e-Learning
Evidence for Omitting Extraneous Words 168 (2)
Added for Interest
Evidence for Omitting Extraneous Words 170 (2)
Added to Expand on Key Ideas
Evidence for Omitting Extraneous Words 172 (1)
Added for Technical Depth
What We Don't Know About Coherence 172 (7)
9 Applying the Personalization Principle: 179 (26)
Use Conversational Style and Virtual Coaches
Personalization Principle 1 Use 182 (1)
Conversational Rather Than Formal Style
Psychological Reasons for the 183 (2)
Personalization Principle
Evidence for Using Conversational Style 185 (3)
Promote Personalization Through Voice 188 (1)
Quality
Promote Personalization Through Polite 189 (2)
Speech
Personalization Principle 2 Use Effective 191 (6)
On-Screen Coaches to Promote Learning
Personalization Principle 3 Make the 197 (3)
Author Visible to Promote Learning
Psychological Reasons for Using a Visible 200 (1)
Author
Evidence for the Visible Author 200 (1)
What We Don't Know About Personalization 201 (4)
10 Applying the Segmenting and Pretraining 205 (18)
Principles: Managing Complexity by Breaking
a Lesson into Parts
Segmenting Principle: Break a Continuous 207 (3)
Lesson into Bite-Size Segments
Psychological Reasons for the Segmenting 210 (1)
Principle
Evidence for Breaking a Continuous Lesson 211 (1)
into Bite-Size Segments
Pretraining Principle: Ensure That 212 (2)
Learners Know the Names and
Characteristics of Key Concepts
Psychological Reasons for the Pretraining 214 (2)
Principle
Evidence for Providing Pretraining in Key 216 (2)
Concepts
What We Don't Know About Segmenting and 218 (5)
Pretraining
11 Leveraging Examples in e-Learning 223 (28)
What Are Worked Examples? 224 (3)
The Psychology of Worked Examples 227 (1)
Evidence for the Benefits of Worked 227 (2)
Examples
Worked Example Principle 1 Fade from 229 (2)
Worked Examples to Problems
Worked Example Principle 2 Promote 231 (3)
Self-Explanations
Worked Example Principle 3 Include 234 (1)
Instructional Explanations of Worked
Examples in Some Situations
Worked Example Principle 4 Apply 235 (4)
Multimedia Principles to Examples
Worked Example Principle 5 Support 239 (1)
Learning Transfer
Design Guidelines for Far Transfer Worked 240 (5)
Examples
What We Don't Know About Worked Examples 245 (6)
12 Does Practice Make Perfect? 251 (28)
What Is Practice in e-Learning? 253 (2)
The Paradox of Practice 255 (2)
Practice Principle 1 Add Sufficient 257 (5)
Practice Interactions to e-Learning to
Achieve the Objective
Practice Principle 2 Mirror the Job 262 (1)
Practice Principle 3 Provide Effective 263 (4)
Feedback
Practice Principle 4 Distribute and Mix 267 (5)
Practice Among Learning Events
Practice Principle 5 Apply Multimedia 272 (2)
Principles
Practice Principle 6 Transition from 274 (1)
Examples to Practice Gradually
What We Don't Know About Practice 274 (5)
13 Learning Together Virtually 279 (30)
What Is Collaborative Learning? 280 (4)
What Is Computer-Supported Collaborative 284 (4)
Learning (CSCL)?
Some Generalizations About Collaboration 288 (4)
CSCL Research Summaries 292 (8)
Structured Controversy 300 (3)
CSCL: The Bottom Line 303 (1)
What We Don't Know About CSCL 303 (6)
14 Who's in Control? Guidelines for 309 (30)
e-Learning Navigation
Learner Control Versus Program Control 311 (4)
Do Learners Make Good Instructional 315 (4)
Decisions?
Learner Control Principle 1 Give 319 (3)
Experienced Learners Control
Learner Control Principle 2 Make 322 (1)
Important Instructional Events the Default
Learner Control Principle 3 Consider 323 (4)
Adaptive Control
Learner Control Principle 4 Give Pacing 327 (2)
Control
Learner Control Principle 5 Offer 329 (4)
Navigational Support in Hypermedia
Environments
What We Don't Know About Learner Control 333 (6)
15 e-Learning to Build Thinking Skills 339 (30)
Three Types of Thinking Skills 341 (2)
Can Thinking Skills Be Trained? 343 (1)
Thinking Skills Principle 1 Focus on 344 (1)
Job-Specific Cognitive and Metacognitive
Skills
Thinking Skills Principle 2 Consider a 345 (6)
Whole-Task Course Design
Evidence for Whole-Task Instruction 351 (4)
Thinking Skills Principle 3 Make Thinking 355 (5)
Processes Explicit
Thinking Skills Principle 4 Define 360 (3)
Job-Specific Thinking Processes
Teaching Thinking Skills: The Bottom Line 363 (1)
What We Don't Know About Teaching 364 (5)
Thinking Skills
16 Simulations and Games in e-Learning 369 (32)
The Case for Simulations and Games 372 (2)
What Are Simulations and Games? 374 (4)
Do Games and Simulations Teach? 378 (3)
Games and Simulations Principle 1 Match 381 (1)
Game Types to Learning Goals
Games and Simulations Principle 2 Make 382 (1)
Learning Essential to Game Progress
Games and Simulations Principle 3 Build 382 (4)
in Proven Instructional Strategies
Games and Simulations Principle 4 Build 386 (3)
in Guidance and Structure
Games and Simulations Principle 5 Manage 389 (4)
Complexity
Games and Simulations Principle 6 Make 393 (1)
Relevance Salient
What We Don't Know About Games and 394 (7)
Simulations
17 Applying the Guidelines 401 (24)
Applying Evidence-Based Guidelines to 401 (3)
e-Courses
e-Lesson Reviews 404 (5)
Review of Sample 1 Asynchronous e-Lesson 409 (5)
on Excel for Small Business
Review of Sample 2 Synchronous e-Lesson 414 (4)
on Excel
Review of Sample 3 Automotive 418 (3)
Troubleshooting Simulation
Reflections on Past Predictions 421 (2)
Beyond 2011 423 (1)
In Conclusion 424 (1)
References 425 (28)
Glossary 453 (22)
List of Tables and Figures 475 (12)
Name Index 487 (6)
Subject Index 493 (8)
About the Authors 501 (2)
Pfeiffer Publications Guide 503