1. Using Worked Examples
Dr. Mok, Y.F.

2. What are Worked Examples ?
A step-by-step demonstration of how to perform a task or solve a problem
Reduce load in working memory
Efficient for learning new tasks

3. Learning by Worked Example
Present A
Problem
Work Out
The
Solutions
Explain
why various steps
are taken
the rationale for
the steps
Attain the principles & steps in
solving new problems

4. Expand Cognitive Capacity
Advantages
Aid Transfer
Reduce Effort
Lessen Time
Reduce Cognitive Load
Form Automation
Expand Cognitive Capacity

5. Amazing Result! Zhu and Simon (1987) :
Worked examples could replace conventional classroom teaching.
A 3-year math course was completed in
2 years by emphasizing
worked examples.

6. Learning from examples 215 14 157 Learning by doing 495 15 300
Near
Transfer
Far
Learning from examples
215 14
157
Learning by doing
495 15
300
Seconds used
Learning
Correct
Effort
Rating
Learning from examples
625
62%
5.20
Learning by doing
1406
28%
6.10
Mayer (2003) adapted from Cooper & Sweller (1987) & Paas & van Merrienboer (1994)

7. Worked Examples : How Include a problem statement
A procedure for solving the problem
Show how other similar problems might be solved
Show an expert’s solving model for studying
Step-by-step solutions
Include auxiliary representations of the problem (e.g. diagrams)
Purpose: to illustrate a principle or pattern

8. #1 Use Worked Examples in Teaching
Replace some drilling tasks or practice problems with worked examples
Strategies:
Try this
Leave missing parts
in the practice problem
or this
Insert a question to make
the learner
to study the example

9. #2 Include Elaborated Procedures
Percent correct on transfer test
Short version
25%
Elaborated version
69%
Mayer (2003) adapted from Reed, Dempster, & Ettinger (1985)

10. #3 Minimize Cognitive Load
Use
textual explanations
and
auxiliary representations
diagrams
audio-
graphics

11. #4 Chunking Break into sub-problems
Build clear steps for each sub-problem
The steps should point to a subgoal
Affix a label / annotation to the subgoal
(or visually isolate the subgoal to make it outstanding)
Catrambone & Holyoak, 1990

12. #5 Explain Underlying Principle
Explain underlying goal structure
Develop useful generalizations
Help learners to modify old method rather than applying it without adaptation

13. Basic Model of Worked Example Visual representation
Problem
Sub-problem
Step 1
Principle/
Rule
Step 2
Step 3
Sub-problem
Sub-goal
Visual representation
Aural presentation
Sub-problem
Sub-problem

14. #6 Variability for Transfer
A simple + A complex example
(if time is a constraint)
A single example +
A set of procedures
Example  problem
(more examples with varying surface
stories are good for variability)
Reed & Bolstad, 1991

15. #7 Near Vs. Far Transfer Near Transfer Far Transfer
suitable for procedural tasks
one job-realistic example +
clear steps
Far Transfer
suitable for problem solving tasks
several examples
different cover stories
same underlying principle
example
example
example
example

16. # 8 Sequencing Example 1 Example 1, Practice 1 Example 2, Example 3,
alternating is better than blocked
Trafton & Reiser, 1993

17. # 9 Generalizing Plan a series of worked examples
Each illustrates a key feature
Students immediately work on similar problems
Progressively illustrate a key dimension

18. # 10 Lesson Design Good for new tasks and novice learners.
First sessions:
study worked examples
do practice-based problems
Later sessions:
solve problems with principles learned, not the procedures

19. References The guidelines are adapted from Clark & Mayer (2003)
Atkinson, Derry, Renkl, & Wortham (2000))