Brainstem (survival ) Cerebellum ( autonomic nervous system) Limbic system (emotion) Cortex ( reason/logic)

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Presentation transcript:

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)

Bloom Taxonomy Activities

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. reterieved on may2008