Week 13- Blog 7

Clark & Mayer, Chapters 10-12
Wow, I can't believe the end of the semester is near!  I have learned so much from this course and I am so glad that I decided to step out of my comfort zone to try something new.  I wish that all my courses were designed similar to this class, it has definitely kept me engaged and motivated.
Okay, on to summarizing what I have learned through reading Chapters 10-12 in Clark & Mayer's (2003) text.
Chapter 10 focuses on worked examples, "a step-by-step demonstration of how to solve a problem or perform a task" (Clark & Mayer, 2003, p. 173).  Clark & Mayer (2003, p. 177) recommend four guidelines regarding best use of examples in e-learning:

• Worked examples should replace some practice exercises for novice learners.
• Principles regarding best use of text, audio, and graphics are applied to present worked examples.
• Worked examples are job realistic and diverse to build useful mental model for procedural and principle-based tasks.
• Training in self-explanation of examples is available.

My Design Proposal does not necessarily have explicit worked examples for my participants (it is a running community), but my site does have videos that provide step-by-step demonstrations, such as How to Prevent a Running Injury.  The videos would most closely align with guideline #2 in which I use graphics to illustrate the examples.  Text is placed closely to the graphics, applying the Contiguity Principle, (Clark & Mayer, 2003) in which important details contained within the video are emphasized with the use of text and instructions for the participants before and after viewing the video is placed directly above and below the video viewing box.  Also, the Modality Principle (Clark & Mayer, 2003) is utilized because the videos contain audio to explain the demonstration and complex information is highlighted/emphasized with graphics to direct the eye of the viewer.
My Design Proposal could also support guideline #3 in which the context of the videos can be transferred to the real-world.  Experts demonstrate or explain the tasks in the videos in real-world context. Most of the videos are for near transfer (procedural tasks) such as How to Strength Train for Running, so it is ideal that the videos can be played multiple times and are easily accessible for knowledge transfer into working memory.
Chapter 11 discusses collaborative learning and the features of collaborative assignments that contribute to classroom learning.  Clark & Mayer (2003) state that participants who study together often learn more than those who study alone and collaboration and structure contribute to better learning.  My running community will have a discussion forum set up with certain topics such as "Beginners," "Gear & Equipment," and "Nutrition" for participants to discuss, share ideas and knowledge, and also share resources.  There will be guidelines for the participants to follow for each discussion and some question prompts, so the discussion will be semi-structured, however, I do want the participants to feel a sense of autonomy when they participate so it will not be rigidly structured.
Chapter 12 focuses on learner control, in which learners have the option to make certain choices such as selecting the topics they want, control of the pace of progress, and bypassing some lesson elements (Clark & Mayer, 2003).  Clark & Mayer (2003) state that learners like control, however, learners with little prior knowledge or the subject and learners with poor megacogvitive skills do not excel in learner-controlled environments.  Clark & Mayer (2003, p. 234) recommend three guideline for the best use of learn control to optimize learning:

• Use learner control for learners with high prior knowledge or metacognitive skills and/or in lessons or course that are advanced rather than introductory.
• When learner control is used, design the default navigation options to lead to important instructional course elements.
• Include advise based on valid test questions to help learners make effective instructional decisions.

I think back to educational programs I had to complete for work and remember that I liked the programs that allowed more user control, especially on subjects that I already had some prior knowledge.  As suggested my Clark & Mayer (2003), I like to control the pace of the program and that there is some type of navigation option that is easily accessible on every screen.  I also like the "fuel indicator," to determine how much of the assignment I have completed.
After reading the entire Clark & Mayer (2003) text, I look at programs that I use at work and try to analyze if they have applied the Principles discussed in the text.  I also make sure to apply the Principles to other projects that I develop for other courses.  The information that I have gained from this course is going to stay with me for a long time (it has transferred into my working memory)! Ha!
Reference:
Clark, R.C., & Mayer, R.E. (2003). e-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.