Principles+That+Do+Not+Promote+Learning

Team B Discussion:

*The invisible author writing style detracts from the ability of learners to make connections to their instructors and thereby reduces what they take from a lesson. (Deb)

*Lessons that are not personalized result in less interested and involved learners. Learners take value from personal perspectives of their instructors. (Deb)

‍*The lack of inclusion of a pedagogical agent deters from learning potential. Learners respond better when a pedagogical agent is incorporated. (Deb)

‍*Speaking in a formal tone is less effective than speech with an informal tone. Students are more comfortable making connections when they encounter more informal language within lessons. (Deb)

The lack of feedback does not promote learning. Some instructors or facilitators do not provide constructive critism when needed. If you don't tell a student where they need to focus, how can they get bettter? Feedback is needed. The lack of prompt feedback does not promote learning either. It is like asking a witness to recall an event four months after it happened. Instructors should provide feedback while it is fresh in their minds. Make notes if you can't provide the feedback right away as a point of reference. 

Studies and research have shown that when learners are involved in a more personalized lesson the content of the lesson is more likely to be retained effectively. **~Ralisha**

Presenting information that that is conceptually complex in a non-segement format is not beneficial to the learner, but a henderance. Instruction should not be delivered in large pieces without providing a breakdown or explaination. **~Ralisha**

An instructor that only stands in front of a class and lectures soon looses the interest of the learners. (LarryL

Negative feedback does not promaote learning and lowers the self esteem of the student. (Larry)


 * FROM BROOKE**
 * __Coherence Principle__ **People learn more deeply from multimedia lessons when distracting stories, graphics, sounds, and extraneous words are eliminated.
 * Adding interesting material can hurt learning
 * Background music and sounds may overload working memory
 * Extraneous sounds may cause learner to experience heavy cognitive load

People learn more deeply when corresponding printed words and graphics are placed close to one another on the screen or when spoken words and graphics are presented at the same time.
 * __Contiguity Principle__ **
 * Without aligning words with corresponding graphics learners can become confused
 * Avoid physical separation of words and pictures
 * Avoid presenting at separate times in e-lessons narration and graphics

‍** __Modality Principle__ **
People learn more deeply from multimedia lessons when graphics are explained by audio narration rather than onscreen text.
 * Avoid cognitive overload by presenting words as audio narration
 * Avoid splitting across two separate cognitive channels - words in audio channel; pictures in visual channel
 * Each channel is limited as separate information processing channels (audion/verbal; visual/pictorial)

‍** __Redundancy Principle__ **
People learn more deeply from a multimedia lesson when graphics are explained by audio narration alone, rather than audio narration and onscreen text.
 * Explain visuals with words in audio or text, not both
 * Avoid overloading the visual channel of working memory, do not add printed text to a narrated graphic
 * Avoid redundant onscreen text presented at the same time as onscreen graphics narration