Brainstem (survival ) Cerebellum ( autonomic nervous system) Limbic system (emotion) Cortex (...
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Transcript of Brainstem (survival ) Cerebellum ( autonomic nervous system) Limbic system (emotion) Cortex (...
http://www.youtube.com/watch?v=AjxJabpjDGo
• Brainstem (survival )• Cerebellum ( autonomic nervous system)• Limbic system (emotion)• Cortex ( reason/logic)
Students learn better when corresponding words and pictures are presented close to each other than far from on the page or screen.
Students learn better when corresponding words and pictures are presented simultaneously rather than consecutively.
Contiguity Principle
When combining words and graphics together in an instructional material, it is important to place the printed words near corresponding graphics.
Connection: learners make connections between graphics and text
Engagement: learners are engaging as a result of active learning
Knowledge construction: learners are constructing their knowledge as a result of being engaged
Constructivism In the constructivist viewpoint, people
build their own knowledge and their own representations of knowledge
Learning does not occur by transmitting information from the textbook to the student’s brain; instead, each student constructs his or her own personal and valid understanding of this information.
Learning
Learners have two channels for processing information: visual and auditory
Human memory has limited capacity for processing information
Information from temporary sensory memory enters working memory
Encoding is process of incorporating new knowledge with existing knowledge in long-term memory
Retrieval is process of getting knowledge from long-term memory
Association
Are used to support content Are used to illustrate facts
and concepts Are used to show relations
and construct new knowledge
Learning styles
According to Colin Rose, author of Accelerated learning Action Guide (1995), learning styles are visual (40-65 % of learners) and auditory (about 25-30% of learners) and the least 5 % -15%of all learners seem to be kinesthetic-tactile (Rose, 1995)
Clark, R. Mayer, R. (2003). E-Learning and the science of instruction: Proven guidelines for Consumers and designers of multimedia learning . San Francisco: John Wiley & Sons.
Gagne, R. M., Wager, W. W., Golas, K. C., and Keller, J. M. (2005). Principles of Instructional Design. Belmont, CA.: Wadsworth/ Thomson Learning.
Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Education Technology Publications.
http://www.youtube.com/watch?v=AjxJabpjDGo reterieved on may2008