Wiki part 2Learning Team C

Michael Balof, Tasheca Brown, Belinda Diaz-Askew,

Joanna HansardPlease ensure the PowerPoint is in the slideshow mode and use the table on slide 2 to go to any section you

want to see.

• Personalization, pretraining, and segmentation principles

• Appropriate uses of worked examples

• Examples for Personalization, pretraining,

worked examples and segmentation

• The multimedia principle and the contiguity principle

• The appropriate use of both the multimedia principle and the contiguity principle

• Table or graphic organizer

Personalization, Pretraining, And

Segmentation Principles Personalization, Pre-training, and Segmentation Personalization in education is the act of making learning specific to the individual in effort to engage a higher level of thinking and learning. Rather than standardizing education to see higher results, personalizing it makes it more interesting for the individual and encourages material to be digested and understood on a different level. Tailoring the learning to the needs of the student is essentially the goal of personalization. The goal is to help students achieve more by being more engaged and more catered to as a student, which in turn helps all parties involved.

Pre-training is a way to give a preview of the material, or simply introduce the concept so that the students can come prepared to learn and already have a basic understanding of the material to go over. Pre-training can reduce the cognitive loads of the learners and allow for more learning to take place during the instructional times. This helps mentally prepare the students to get their minds set on the right track and come eager to find out more about the basic introductions that they have been given. An example of this would be how I hold my team meetings in the work that I do. I send out an agenda the day before the meeting so that my team knows what will be covered in the meeting, the topics I am going to expand on once we are together, and what they can come prepared with to discuss.,

Personalization, Pretraining, And Segmentation Principles

(continued)

This gets them ready to learn and start their thinking about the discussion topics they will bring, makes them start to think of any questions they may have surrounding the topics I am going to go over, and the contributions that they have to add to the conversation.

The principle of segmenting helps cut up the information and make it more manageable for the learners. Segmenting a project or a lesson helps the instructor make their points about the material and spend time explaining the ins and outs of the instruction. It’s also helpful for learners who are working to understanding new topics. Segmenting a project is always an easier way to accomplish a large task and makes it much more likely that the student will digest the information and work to apply it to everyday life.

Reference:

Cook, John, Don’t standardize education, personalize it, http://www.johndcook.com/blog/2009/05/17/dont-standardize-education-personalize-it/ 2009

Robinson, Ken, The Element, 2006

Appropriate Uses Of Worked ExamplesWorking examples allow a student can see a process or a task worked and completed here she will be able to attempt the task with a better knowledge base. Positives and negatives abound when teaching using worked examples.

One negative, learned the hard way, is to place the student in the driver seat and get him or her actually working hands-on with the process as soon as possible. A learned lesson about this process is if shown to students once they have an idea of the process. If shown twice those who did not quite get it the first time, now understand the process. If shown a third time, the teacher just taught every student in class to watch him or her do the process.

Learning from this experience, students now receive an explanation of what is about the process and immediately placed in a chair in front of the computer. From this setup the teacher explains to them what to do, and when necessary, helps to click the right button on the mouse or point out, and walk the student through how to shift for a capital letter. As the lesson goes on the instructor backs away and stops giving information on items the student has already accomplished; instead the instructor points out the good job that is being done and the correct moves the student is making. Utilizing recently learned ideas from Dale Carnegie, (2011) the teacher will never criticize complained or condemn the student. Each student starts computer training with an overriding fear they cannot succeed. The instructors work hard to show each student every positive action made by the student.

Appropriate Uses Of Worked Examples (Continued)As a working example, a student has just walked into the classroom with no working knowledge of the computer. The student is in a panic and once a resume in order to look for jobs. The student is very nervous and in a panic over the need for the resume. The instructor first talks with the student, allowing the student to vent any frustrations to explain what is needed or desired and what the expectations about,. Usually, the desired outcome is for the instructor to write the resume for the student.

The instructor explains to the student that making a resume is easier than he or she thinks. The student is placed in front of a thin client virtual computer. A resume template design by the instructor and close to the type of job the student wishes to be hired for is brought up on the screen. Then the instructor begins to talk the student through the concept of highlighting the word name and then typing his or her name into the computer. The same process is used for the summary of skills, only, the process becomes easier after the name, address, phone number, and e-mail address are added. By the time the student reaches the work experience section he or she gained some confidence about what they are doing and it is easier to teach the idea of formatting and spacing. By the time the student finishes the resume, the instructor who has pointed out every correct moves made to this point praises the student and makes him or her feel good in the accomplishment of writing his or her own resume. The instructor has the student go to the front desk and pick up a free flash drive issued to the student from the workforce center, and the student is shown how to save and retrieve the resume from the hard drive flash drive.

Teaching each student hands on is the more labor intensive first step; however, sets the student on a course of success and gives him or her the confidence to work on their own and needing only a question answered from the teacher from time to time. The concept is the same as teaching a person to fish rather than giving him or her a pass to Long John Silvers.

ReferenceAdministrator, (2011). Golden Rules from Dale Carnegie's Golden Book. As downloaded from http://www.nagesh.com/reference/100-golden-rules/182-golden-rules-from-dale-carnegies-golden-book.html

Examples One example of personalized learning is Open learning initiative. It is a program that allows students to be able to take college courses over the internet free of charge. They can study material such as sciences, math’s, and even foreign languages. The courses are offered in student-centered learning environments and have measurable learning objectives and built-in tools to support students in achieving them. Each course contains small amounts of explanatory text and many activities that capitalize on the computer’s capability to display digital images and simulations and promote interaction. Many of the courses also include virtual lab environments that encourage flexible and authentic exploration.

Examples (Continued) Along with the program comes a mini tutor. The mini tutor is a little guide that helps the student along the way. It lets the student know the mistakes they are making and in which areas they can improve in. When they are doing well the mini tutor lays low. This approach differs from traditional computer-aided instruction, which gives didactic feedback to students on their final answers; the OLI tutors provide context-specific assistance throughout the problem solving. OLI also includes instructor and student dashboards so that both can have real-time feedback on how and why learning is occurring. This program is allowing students who would not normally be able to go to school be able to and allowing them to have control over what they are learning and personalizing the education that suits them.

Segmented learning breaks up the information that is being taught and allows the student to not feel as if they are bombarded with the information. An example of that would be when students are first being taught how to read or spell. We start by breaking up the words into chunks that are manageable for the child to understand. For instance the word, sh-ip. Breaking the word up into three different segments allows the student to be able to distinguish the sounds that are coming from that word.

Examples (Continued)Students make words with onsets and rimes by playing a card game. 1. Separate onset and rime cards into two stacks and place face down on a flat surface. 2. Taking turns, students select two cards from the onset stack and one card from the rime stack. 3. Try to make word(s) using the rime card and at least one of the onset cards. 4. If a word can be made, read it, and record it on the paper. When done, return cards either to the bottom or the middle of their respective piles. 5. Continue activity until all possible words are made. Example: The Child picks sh and ip. They will connect those two words together to make the word ship.

Sh ip

Pretraining is seeing what the student may already know before they even begin. An example of pretraining would be if you were conducting a cooking class. The class is for beginning cooks and you ask them to make their signature dish. What they make that they think is the best thing that they make. They have a certain amount of time to do it in. In doing this it will allow the instructor to be able to gage where everyone is in the class. They can tell the skill level of the student by what dish they try to attempt.

The Multimedia Principle And The

Contiguity PrincipleMultimedia PrincipleThe Multimedia Principle combines the use of text and graphics to promote learning. “This has been a proven method of fostering deeper cognitive processing in learners,” (Clark & Mayer, 2011).

Contiguity PrincipleThe Contiguity Principle reinforces the placement of printed text near the corresponding graphic in order to create a connection to the learner (Clark & Mayer, 2011).

•Contiguity Principle 1: Place Printed Words Near Corresponding Graphics ◦This allows the learner to remain engaged and make a meaningful connection with the text and graphic.•Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics ◦Participants learn best when the narration is presented at the same time as the graphic animation.

Appropriate Use Of Multimedia and Contiguity

Principles In E-learning. An example of using the contiguity principle is by using captions and descriptions on or under the picture to give the learner/reader an idea of what is going on in the visual or graphic. This can be an effective learning tool in an online class where the learners are learning about different geographic locations. A geography class would emphasize the locations of different countries and terrains; it can be helpful for an instructor to use the contiguity principle and captions to describe what is being taught.

An example using the multimedia principle would be to use graphic and texts together, rather than simply text alone in online forums. An example of this would be use of an online interactive presentation that allows for learners to read text and watch videos in an alternating fashion in order to better understand the material being taught

Graphic Organizer

Supplied utilizing PowerPoint, and graphics

from Microsoft.com/Clipart.