Principles+of+E-Learning

__**Principles of E-Learning:**__
styles, pedagogical agents, and visible authors. The psychological advantage [of these three components] is to encourage the learner to engage with the computer as a social conversational partner” (Clark & Mayer, 2011, p. 180). The general idea of personalization within e-learning is to create an environment in which conversations are as near to face-to-face interaction as possible; therefore, increasing the learner's motivation to learn. ||< When creating an online learning source, the facilitator can make text more conversational by substituting words. "To personalize, we can simply change “people” to “you” (Clark & Mayer, 2011, p. 186). The facilitator can use a pedagogical agent, an animated person or object,to guide learners through a process. The agent is present on the screen to accompany the learner through the steps of learning. An example of visible authors is when the authors state information about themselves in the e-learning text or resources. The facilitator use visible authors as a way to state beliefs or opinions on topics (Clark & Mayer, 2011). || facilitator provide instruction in the names and characteristics of the key concepts in the lesson before engaging in higher level learning activities. Clark & Mayer (2011) provide a great example; they explain: “before viewing a narrated animation on how the digestive system works, learners could receive pretraining in which they learn the names and locations of key body parts” (p. 212). ||< The faciliator allows the students to be exposed to new, terms in the discussion board before the learners begin their online reading. This opportunity will allow the students to learn the words and practice using them in context with other students. When it is time to read the online text, most students will have a basic understanding of the words and what they pertain to. || continuous lesson into bite-size segments (Clark & Mayer, 2011). Essentially, this principle is learning strategy that all classroom teachers have tried to develop in their student’s metacognitions. That is, teachers want their students to recognize the challenge of large tasks (i.e. research papers) and then create smaller tasks and benchmarks to help achieve success for the overall goal. ||< When a facilitator is teaching a an extremely complex topic with many details, she can divide the lesson into smaller parts for the learners. "One solution to this dilemma that we recommend is to break the lesson into manageable parts, such as sixteen segments with a “Continue” button in the bottom right corner of each" (Clark & Mayer, 2011, p. 210). ||
 * < === Principle === ||< === Summarization === ||< === Examples === ||
 * < Personalization ||< Personalization in e-learning includes conversational
 * < Pretraining ||< The pretraining principle requires that the e-learning
 * < Segmentation ||< The principle of segmentation involves breaking a