In a learning context, streaming media technology is a central component of 

• Delivering remote presentations to employees, customers, and partners
• Delivering asynchronous (on-demand) just-in-time training
• Providing delta training to upskill workers
• Enhancing professional development via VLEs/PLEs and mentoring programs
• Capturing tacit knowledge from experts for distribution to their colleagues
• Conducting pre-sales demos
• Providing customer service

According to the eLearning Guild (Marks, 2002) e-learning using streaming media can save you money, increase learner participation, and improve motivation and focus (p.2).

So let’s take a closer look at content delivery via a streaming media server. When using a streaming media server approach, the initial production, post-production, and  content encoding steps are undertaken in the same manner as for progressive downloading  and HTTP streaming. However, at the distribution  stage, the compressed media  file is placed on a specialized streaming media server. A Web page with a reference to the media file is placed on a regular HTTP server ‘front end’ web page .

The rest of the streaming media server delivery process differs significantly from the web server approach. In contrast to the HTTP/TCP  methodology used in web server streaming, the digital media file data is actively and intelligently sent to the client. This means that the media server delivers the content at the data rate associated with the compressed audio and video streams. The server and the client communicated during the content delivery process, and the streaming media server can respond to any feedback from the client (see Figure 1).

Figure 1 UDP and RTP/RTSP protocols

While streaming media servers can use the HTTP/TCP protocols used by Web servers, they can also use specialized protocols such as the User Datagram Protocol (UDP) and Real Time Streaming Protocol (RTSP) to greatly enhance the quality of the streamed content and ultimately the users’ media access experience.

UDP is one of the core members of the Internet Protocol Suite, the set of network protocols used for the Internet. With UDP, computer applications can send messages called datagrams  to other hosts on an Internet Protocol (IP) network without requiring prior communications to set up special transmission channels or data paths.

Unlike TCP, UDP is a fast, lightweight protocol. This makes UDP an ideal protocol for transmitting real-time digital media data, which can tolerate some lost packets. Instead of the blind retransmission scheme employed by TCP, streaming media servers’ resend feature ensures that the server only retransmits lost packets that can be sent to the client in time to get played.

Like UDP, the Real Time Streaming Protocol (RTSP) takes advantage of streaming by breaking data into many packets, sized according to the bandwidth available between client and server. When enough packets have been received by the client, the user’s software can begin viewing the content: typically one packet is played, while subsequent packets are decompressed and downloaded. The advantage of RTSP is that it enables the user to start viewing multimedia content almost immediately. Both live data feeds and stored clips can be used as the sources of the content. The transmission of streaming data itself is not a task of the RTSP protocol; most RTSP servers use the Real-time Transport Protocol (RTP) for media stream delivery, though some vendors implement proprietary transport protocols. The RTSP server from adobe Systems, for example, also features their proprietary RTMP stream transport protocol.

RTSP has been called a "network remote control" for multimedia servers, in that the user can typically play, pause, rewind, scrub through (rewind and fast-forward), record, and stop playback via client interactions with the streaming server. Examples of media server products using this approach include:

• Flash Media Server family
• Microsoft Windows Media Services
• Apple Darwin Streaming Server
• RealMedia Helix Server

In a sense, RTSP is more of a framework than a protocol. It’s meant to control multiple delivery sessions, provide a way to choose delivery channels such as UDP, TCP and IP-multicast. The delivery mechanisms are based solely on RTP. RTSP has been designed sit on top of RTP to facilitate both control and synchronous delivery of content.
___________

References:

Adobe Dynamics Group (2001). A Streaming Media Primer. [Internet] Available from: http://www.adobe.com/products/aftereffects/pdfs/AdobeStr.pdf Accessed 4 July 2009

Marks, R.B. (2002). Learning Styles and Streaming Media. The eLearning Developers Journal, October. [Internet] Available from: http://www.elearningguild.com/articles/abstracts/index.cfm?id=43&action=viewonly [Subscription Required). Accessed 3 July 2009.

–

Brandon Hall Research, domain analysts for the e-learning industry and providers of  information about tools, technologies, and best practices related to employee training and enterprise learning have just released a comprehensive new guide called Authoring Tool KnowledgeBase 2009: A Buyer’s Guide to 120+ of the Best E-Learning Content Development Applications.

According to their press release, "the current edition of this online, database-driven KnowledgeBase contains 10-20 page profiles of 122 content development tools" including:

• 65 products to create online courses
• 26 products to create online tests and assessments
• 20 products to create software simulations
• 23 products to help you convert your legacy content to e-learning
• 9 products to create non-software simulations
• 8 products to create instructional games

They also include two online software applications:

• A selection tool that helps you narrow your product search by filtering out the tools that don’t meet your needs
• A comparison tool to help you see how two similar products differ

I recently published an article called What’s on your e-learning bookshelf? In it, I listed my shelf of “go to” e-learning texts. I’ve re-published the picture of my shelf below, so that you can see, right there in the middle, a text called E-learning Tools and Technologies by Horton and Horton.

In the early part of this decade learning and development professionals and educators found this text to be an invaluable reference resource. If you had a requirement to understand a new training modality or learning channel in a hurry (as many of us did in five or six years ago as we faster, better, and more integrated communications networks burgeoned) the Horton and Horton text was a good place to begin to find out about it. However, as we reach the end of the decade, the tools and some of the technologies in text (I have the first edition) is looking decidedly dated; Blogger.com was still owned by Pyra Labs; podcasting is not given a look-in in any shape or form. As far as I could discern through a brief search (on Amazon, Wiley Books Online, and Google Books), the 2003 edition is still in print.

The outcome of this is that while the text is still full of good advice, useful information, and valuable insight into topics associated with e-learning design, development and delivery, many  of the products it highlights are deprecated (Authorware), redundant (GoLive), or changed beyond recognition (most products featured in the text). In my view this is where resources like the Brandon Hall KnowledgeBase come into their own. While, necessarily, the text and the information is not as rich as in the Horton and Horton book (see Figure 1 for a comparison between the layout of the two resources), it’s competitive advantage is that is delivers bang up-to-date, regularly refreshed information, and a easy-to-use selection and comparison utility to choose and compare products.

Figure 1. Side-by-side of the texts: Horton (l), Brandon Hall (r)
[Click to enlarge]

In one sense, this is the threshold between the analog and digital forms of information delivery. Putting my cultural anthropology hat on for a moment, I would characterize this as a liminal state. Liminality has been described as "the place in between" (La Shure, 2009)  infused with ambiguity, openness, and indeterminacy.

For example, as a university lecturer delivering a course on learning technology do I include E-Learning Tools and Technologies on the required reading list, or the more up-to-date Authoring Tool KnowledgeBase? How do I set a question on the information in the latter source as it is in one sense, just a list and description of products and their capabilities, with none of the context provided by the former text? Which is more "academic?" Does this reflect the text’s accuracy? Is the cost ($795 annual subscription) of Brandon Hall membership justifiable for students, or people who just was occasional access to information, as opposed to about $40 for the out-of-date Horton and Horton text. How much is the information worth?

These are  difficult questions to answer satisfactorily.

I have no doubt that over time, e-texts will become integrated into the mainstream of academic, professional, and consumer activity. Online libraries like MyAthens already provide access to a range of electronically-available materials for a nominal fee to the individual user as membership to institutions, universities, and libraries.

E-readers like the Kindle, and e-book software like Lexcycle Stanza (recently purchased by Amazon) are beginning to provide the facility to view electronic versions of printed texts.

Maybe this electronic means of access will become more generalized; I use Stanza on my iPhone and it’s changing my reading habits. Perhaps the current practice of hard- and e-texts being used in concert will become firmly embedded as the most effective method of using the old and the new. As usual, people will do what works for them, and the usual rules for adoption of innovations will apply.

Yet the question remains: How out-of-date is too out-of-date?

I think that my Horton printed text still has great value, especially in the context it provides for e-elearning-related technologies; yet I can’t rely on it to provide current information about specific e-learning authoring applications. With over ten years experience in the learning and development industry, I feel competent to apply my well-developed critical faculties to find out what I need from the range of knowledge and information at my disposal. Could I make my tacit, hard-earned ability to analyze, synthesize, and evaluate information available to some-one else? Probably not.

How do you use the resources at your disposal? I’d love to hear your views and about your experiences – let me know.

___________

References:

Brandon Hall Research. (2009). Authoring Tool KnowledgeBase 2009: A Buyer’s Guide to 120+ of the Best E-Learning Content Development Applications. [Internet] Available from: http://www.brandon-hall.com/publications/atkb/atkb.shtml Accessed 29 June 2009

Horton, W., & Horton, K. (2003). E-learning Tools and Technologies: A consumer’s guide for trainers, teachers, educators, and instructional designers. Wiley Publishing, Inc., Indianapolis, Indiana

La Shure, C. (2009). Liminality. [Internet] Available from: http://www.liminality.org/about/whatisliminality/ Accessed 29 June 2009

–

• Regulate CPAs in accordance with the law and the Institute’s Code of Ethics in the public interest.
• Ensure that CPAs are constantly up to date in all matters relating to their professional work.
• Maintain the highest levels of educational standards for new entrants to the profession.
• Represent the interests of members where appropriate.

The CPA’s Suzanne Shaw, outlined the reason for the emergence of non-formal and informal e-learning technologies in the Institute:

As one of [the bodies] in the Ireland that train accountants and regulate them throughout their professional life, our members are predominantly split three ways: practitioners; entrepreneurs; and employees of businesses.

All of them are at the coalface of the current economic climate and many of them use tools like LinkedIn, Twitter and Facebook to give one another practical advice about sustaining businesses and planning for a long-term environment. It’s a great way to get information out to people really quickly.

It seems that the CPA members are using Facebook and Twitter to share articles and information to keep each apprised of developments in their domain. Ms. Shaw again:

The beauty of social networking is it enables two-way communication or, if you want, one-to-many communication. The CPA uses it to gauge feedback on courses and products and adjust them accordingly.

One of the benefits of LinkedIn, Facebook and Twitter is that they are "ready-made." The CPA’s experience is that they can concentrate on the business use of the technology without contributors having to worry about the technology per se. Despite being (by it’s very nature) a very traditional organization, the obvious business advantages of using these platforms for information-sharing seems to have eased the transition to using social media. There are a number of core uses of social media for learning in the CPA:

• The CPA recently set up a space on Facebook for new students to get and share information.
• In terms of professional use, with closed LinkedIn forums are used, so information can be kept confidential between members.
• CPA accountants are using Twitter as a way of relaying information or lobbying issues.
• Professional members make use of LinkedIn to keep in touch with each other, as well as business associates.

Interestingly, one of the main drivers of the growth in utilization of social media tools is that accountants’ clients are "pushing them to be more involved in online communication" according to Ms. Shaw.

It seems that once members are exposed to Web 2.0 technologies, they adapt their own information-sharing practices to include Twitter and Facebook. Ms. Shaw stated that:

Many share war stories and know-how in the forums. With CPE seminars taking place across the country, people not only meet up but can also keep in touch. Because people have hectic working lives and a home life to balance, they can’t get to every course or seminar, so they …use these tools to share notes and find out where the next course is taking place. Not every one can make it to the centre of Dublin after a day’s work, so we’ve started uploading video lectures. Students …are recording podcasts of lectures and sharing on places like Facebook. We estimate about 10% of our 5,500 members and students are using social media for continuous professional education. With Facebook, for example, they are truly engaging with one another. Many use it because they are that generation, others have begun dabbling. It can only grow from here.

Brutus, in Shakespeare’s Julius Caesar tells Cassius that 

There is a tide in the affairs of men.
Which, taken at the flood, leads on to fortune

Act IV, Scene 3.

In a similar vein, I would suggest that there are trends in the uses and the adoption of technology. The current global economic environment as well as the emergence and broad adoption of easy-to-use Read/Write Web tools like Facebook, Twitter, and LinkedIn in society-at-large are profoundly re-shaping the ways people and organizations communicate.

As we know from Rogers’ writings on diffusion of innovation, people’s attitude toward a new technology is a key element in its diffusion. Roger’s Innovation Decision Process theory asserts that innovation diffusion is a process that occurs over time through five stages:

   1. Awareness
   2. Interest
   3. Evaluation
   4. Trial
   5. Adoption

The final phase of the diffusion process is characterized by large-scale continued use of the idea or technology, and by "satisfaction with" (Diffusion of Innovations, 2003, p.2) the idea. This does not mean that the the individual or organization that has accepted the idea will use it constantly, rather, it means that the diffused idea has been integrated into their schema or metal model as a valuable asset or resource.

Figure 1 Diffusion of Innovation curve
[Click to enlarge]

Individuals or organizations will typically go through these processes at varying speeds, depending on factors ranging from the cost, time, and effort required to implement the diffused concept, the return on the investment, how well it aligns with their previous experience with similar concepts, as well as the complexity of the idea or technology under consideration. By endorsing and supporting a range of well-tested, free-to-use solutions, that are currently very positively received in the public consciousness due to their apparent ability to elect presidents (Obama), overthrow despotic regimes (Obama again for Dubya Iran), and circumvent traditional media channels (Michael Jackson’s death). Such momentum is hard to ignore, especially when coupled with the economic imperative of clients demanding access to CPA members’ skills via social media.

However, a corollary to the curve described in Figure 1 (above) is the Gartner Hype Lifecycle illustrated in Figure 2 (below).

Figure 2 Generic Gartner Hype Cycle
[Click to enlarge]

I would suggest that Twitter, Facebook etc are well on their way to reaching what Gartner describes as the "Peak of Inflated Expectations" associated with this type of innovation. It remains to be seen if the CPA can take this flood in the tide of technology and progress their non-formal learning initiatives, or if they will be "bound in shallows and in miseries" if they are unable to leverage the potential of this phenomenon.

___________

References:

Kennedy, J. (2009). Number crunchers find social media a ‘tweet’ surprise. Silicon Republic. [Internet] 29 June. Available from: http://www.siliconrepublic.com/news/article/13271/ [Accessed 29 June 2009] 

Rogers, E. M. (2003) Diffusion of Innovations, 5th ed.. Simon & Schuster International.

–

Here’s what the Forum will cover:

It wasn’t long ago that e-Learning developers thought that putting a simple Flash animation and a small sound file into their e-Learning offerings was really leading-edge stuff. But today much more advanced technology, like higher bandwidth, gaming, and immersive learning techniques, is easily available. And, ever-more-sophisticated learners, who are demanding more effective and absorbing e-Learning programs, are pushing for adoption of advanced media techniques.

This Online Forum will show you how to use audio, video, animation, and other technologies to enhance the engagement and “stickyness” of your e-Learning offerings. You’ll see real-life examples, and learn various design approaches for effectively using media. This Online Forum is your best chance to focus on improving the e-Learning you create for your organization, and to…

• EXPLORE how using different media tools and processes can enhance your e-Learning offerings,
• DISCOVER how better use of media enhances a wide variety of topics and formats,
• EXAMINE the design and development of media-use techniques to achieve specific goals,
• LEARN how other organizations are using media to build engagement into their e-Learning programs, and
• ENSURE that your e-Learning meets both your learners’ and your organizations’ goals.

I’m pleased to announce that I will be presenting the Forum session on using audio in e-learning. Called Integrating Audio into E-Learning Courseware, session participants will learn the audio production lifecycle, see examples and demonstrations, and get hints, tips, and tricks-of-the-trade to enable you to produce high-quality audio for your courseware. You’ll  learn how recording subject matter experts as they describe a process, task, or activity, when well-recorded and produced can, in most cases, be integrated into courseware without taking the extra steps of hiring a professional voice-over artist to re-record the narration. This can lead to considerable savings in time and money, as well as reduce the time-to-market of courseware.

In this session, you will learn:

• Why use audio in e-Learning?
• The uses of non-linear editing tools
• How to record audio
• How to produce audio
• How to integrate audio into commonly-used rapid e-Learning applications and podcasts

When learning with multimedia, research shows that visual imagery is better retained when accompanied by verbal information; that learners are better able to integrate information via multi-modal instruction. Called the Six Principles of Learning, it describes how information encoded and transmitted using both visual and auditory channels reduces the cognitive load on the learner, so their working memory can process information more effectively.

However, most e-learning professionals perceive that creating and integrating high-quality audio is a highly-specialized activity outside of their expertise. But now more than ever, e-learning technology and content production skills are a key requirement for learning professionals who wish to interact with their audience.

So join me on Thursday by clicking here to register for the event. if you haven’t already registered, I’ll be delighted to see you there.

–

In the corporate context, learning is about mastering technical and social skills, and product knowledge. The focus is on attaining the skills. knowledge, and expertise required to meet the promise made to the customer.

In an interview in 2005, the estimable Jay Cross articulated a concept that many (including myself) felt was an emerging trend in corporate learning and development:

Well, I had to redefine all learning …because the world is changing so fast. The concepts we had when knowledge was fixed in place, like something you could put in a library, don’t work anymore. So I look at all learning as adaptation to the communities that matter to you, to your ecosystems, if you will. Informal Learning is simply that, which is not directed by an organization or somebody in a control position.

(Interview with Jay Cross: Informal Learning)

The year 2005 heralded the recovery from the Dot-Com Crash in 2001, a year Kevin Kruse has described as one that

    …brought the harsh, steep slope of unfulfilled promises. Several high-profile [e-learning] providers shut their doors while many more announced large-scale layoffs in the face of missed revenue targets and crashing stock prices. E-learning advocates retreated to the more defensible ground of "blended learning. This year [went] down as the Trough of Despair. 

As a result of this turn-of-the-century disillusionment, a key document on lifelong learning published by the European Commission in the same year went unnoticed by many training professionals. In their 2001 document Communication on Lifelong Learning, the authors Holford, Patulny & Sturgis defined the terms formal, non-formal and informal learning (p.9):

Table 1 Definition of learning types

More next time…

___________

References:

Cross, J. (2004) An informal history of eLearning. On the Horizon [Internet] 12(3). pp.103-110. Available from: http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/2740120301.pdf (Subscription required) Accessed 20th February, 2007

Holford, J. Patulny, R. & Sturgis, P. (2005) Indicators of Non-formal & Informal Educational Contributions to Active Citizenship. A Paper Prepared for the European Commission by the University of Surrey. [Internet]. Available from: http://farmweb.jrc.cec.eu.int/CRELL/active_citizenship.htm Accessed 25th October, 2006

Kruse, K. (2002) The State of e-Learning: Looking at History with the Technology Hype Cycle. [Internet] Available from: http://www.e-learningguru.com/articles/hype1_1.htm [Accessed 12th February 2008]

–

Now read on…

This post will cover how to integrate your audio-with-metadata files into Adobe Presenter. In my next article I will discuss using markers to generate content for Captivate – the processes are different. While the process is quite straight-forward, it’s easier to show you this process in a demo than describe it in a linear fashion using text and images (after all, this is an E-learning blog, folks!).

First some background: as you probably know, Presenter enables you to publish Microsoft PowerPoint-created content in a Web friendly format. The Presenter Audio Editor supports editing voice-over narrationvia its functionality in PowerPoint.

As well as using an external audio editing program, you can perform basic audio and animation editing tasks within your presentation, including:

• Viewing the presentation audio, including slide and animation markers
• Playing, recording, deleting, and editing audio, including adding silence
• Inserting commands to control playback
• Adjusting volume and processing options

Using audio markers
Adobe Presenter displays a visual representation of a presentation’s audio, along with markers that represent commands for controlling playback. Audio is edited incrementally, one slide at a time.

To view audio markers, open the PowerPoint presentation you want to edit. Click the Adobe Presenter menu or ribbon and click the Audio Edit button. The Audio Editor is displayed (see Figure 1).

Figure 1. The Audio Editor in Presenter

Using the Slide Navigation drop-down list, select a slide to edit (see Figure 2).

Figure 2. Slide Navigation drop-down list

The Audio Editor displays a visual representation of the audio file called a waveform. Markers along the top of the waveform represent commands you can use to control the timing of slide transitions, animations, and other events during playback of your content.

In Presenter, you can add four types of markers in the Audio Editor (see Table 1):

Table 1. Markers applied to the Audio Editor

Playing, recording, deleting, and editing audio

Use the playback controls in the Audio Editor to review the audio for the presentation. You can also record new audio, delete selected sections, and insert silence.

Adjusting volume and audio processing options

The Adjust Volume dialog box is used to adjust audio playback levels. Adjust Volume also enables you to use some basic audio processing options including normalization (finding the optimal audio volume) and signal boost for quiet audio. The default settings should be fine if you’ve recorded your audio properly. I suggest that you experiment with these settings to understand how changes to these options affect the audio quality of your rendered presentation .

You Try:

To adjust audio volume and digital signal processing options:

1. Click the Tools menu in the Audio Editor and select Volume. The Adjust Volume dialog box is displayed.
2. Adjust the settings and click on OK.
3. Click the File menu and select Exit.When you exit the Audio Editor, Adobe Presenter prompts you to save your changes.
4. Click Yes to close the dialog box and return to PowerPoint.

Adding Audio with Marker to Adobe Presenter

Note: Even though this demo is about adding audio to a presentation, for copyright reasons there is no narration track associated with the file.

Next: Importing audio in to Captivate.

–

In E-Learning and the Science of Instruction (2003), Ruth Colvin Clark and Richard E Mayer explore the research on the impact of media in e-learning across seven design principles:

• Multimedia
• Contiguity
• Modality
• Redundancy
• Coherence
• Personalization
• Practice Opportunities/Simulations

Clark and Mayer assert that broadly speaking

Learning results from designing learning materials with the right instructional methods regardless of how the information will be delivered [my italics]. …To help learners acquire new knowledge and skills, instructional methods including media elements such as sound, text, and graphics as well as learning aids such as practice exercises, must support human cognitive learning processes.

(p.2)

Regardless of the theoretical approach or instructional design used, learning happens in accordance with the capabilities of two memory components: working and long-term memory, as shown in Figure 1.

Figure 1 Effective e-learning supports critical psychological learning processes

Working memory is where ideas are generated and learning takes place. However, working memory has a very limited capacity – according to Miller (1956) working memory has the capacity to retain 7±2 chunks of information. When working memory fills with even limited amounts of information, its processing power diminishes rapidly.

Long-term memory has a vast capacity for information storage; it is a person’s knowledge and memory repository. However, long-term memory provides storage only – all the cognitive activity takes place in working memory. In learning, the goal is to create environments in which learners actively process new information in the working memory in ways that lead to storage in long-term memory. When needed, this information can be retrieved into working memory.

Positive learning outcomes require instructional methods that accommodate the limits of working memory and encourage processing of new information for storage in long-term memory.

(p.4)

The primary cognitive processes to be engaged include:

• Attention
• Management of load in working memory
• Rehearsal of new information in working memory that results in encoding in long-term memory
• Retrieval of new skills back into working memory when needed.

The authors suggest the following principles can be used to enhance the effectiveness of learning:

• Include both words and graphics as long as the graphics convey information that
  is being taught and are not merely decorative.
• Place corresponding words and graphics near each other.
• Present words as audio narration rather than onscreen text.
• Presenting words as both text and simultaneous audio narration can interfere with
  learning.
• Adding interesting, but unnecessary, material can interfere with learning.

With this in mind, how much practice do learners need? We know that skill improvement can continue over many practice sessions—although with diminishing returns. The greatest amount of learning occurs in the first few practice sessions. How much practice to include depends on the criticality of the skills you are building, and on the extent to which performance can improve on the job. For some tasks, such as landing an airplane, it’s critical that the first performance is highly effective.

In other cases, learners can continue to practice and improve on the job. [Ruth Clark's] recommendation is to adjust the amount of practice according to the criticality of the tasks and the cost benefits generated by additional practice opportunities.

(2007, p.9)

_________________________

References:

Clark, R. (2007). Leveraging multimedia for learning. Use instructional methods proven to align with natural learning processes [Internet] Available from: http://www.adobe.com/products/captivate/pdfs/captivate_leveraging_multimedia.pdf Accessed 23 May 2008

Clark, R. C. and R. E. Mayer (2003). E-Learning and the Science of Instruction. San Francisco, Jossey-Bass
Pfeiffer.

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

Miller, G. A. (1956) The Magical Number Seven, Plus or Minus Two. The Psychological Review, 63(2), pp. 81-97

–

In E-Learning and the Science of Instruction (2003), Ruth Colvin Clark and Richard E Mayer explore the research on the impact of media in e-learning across seven design principles:

• Multimedia
• Contiguity
• Modality
• Redundancy
• Coherence
• Personalization
• Practice Opportunities/Simulations

Clark and Mayer assert that broadly speaking

Learning results from designing learning materials with the right instructional methods regardless of how the information will be delivered [my italics]. …To help learners acquire new knowledge and skills, instructional methods including media elements such as sound, text, and graphics as well as learning aids such as practice exercises, must support human cognitive learning processes.

(p.2)

Regardless of the theoretical approach or instructional design used, learning happens in accordance with the capabilities of two memory components: working and long-term memory, as shown in Figure 1.

Figure 1 Effective e-learning supports critical psychological learning processes

Working memory is where ideas are generated and learning takes place. However, working memory has a very limited capacity – according to Miller (1956) working memory has the capacity to retain 7±2 chunks of information. When working memory fills with even limited amounts of information, its processing power diminishes rapidly.

Long-term memory has a vast capacity for information storage; it is a person’s knowledge and memory repository. However, long-term memory provides storage only – all the cognitive activity takes place in working memory. In learning, the goal is to create environments in which learners actively process new information in the working memory in ways that lead to storage in long-term memory. When needed, this information can be retrieved into working memory.

Positive learning outcomes require instructional methods that accommodate the limits of working memory and encourage processing of new information for storage in long-term memory.

(p.4)

The primary cognitive processes to be engaged include:

• Attention
• Management of load in working memory
• Rehearsal of new information in working memory that results in encoding in long-term memory
• Retrieval of new skills back into working memory when needed.

The authors suggest the following principles can be used to enhance the effectiveness of learning:

• Include both words and graphics as long as the graphics convey information that
  is being taught and are not merely decorative.
• Place corresponding words and graphics near each other.
• Present words as audio narration rather than onscreen text.
• Presenting words as both text and simultaneous audio narration can interfere with
  learning.
• Adding interesting, but unnecessary, material can interfere with learning.

With this in mind, how much practice do learners need? We know that skill improvement can continue over many practice sessions—although with diminishing returns. The greatest amount of learning occurs in the first few practice sessions. How much practice to include depends on the criticality of the skills you are building, and on the extent to which performance can improve on the job. For some tasks, such as landing an airplane, it’s critical that the first performance is highly effective.

In other cases, learners can continue to practice and improve on the job. [Ruth Clark's] recommendation is to adjust the amount of practice according to the criticality of the tasks and the cost benefits generated by additional practice opportunities.

(2007, p.9)

_________________________

References:

Clark, R. (2007). Leveraging multimedia for learning. Use instructional methods proven to align with natural learning processes [Internet] Available from: http://www.adobe.com/products/captivate/pdfs/captivate_leveraging_multimedia.pdf Accessed 23 May 2008

Clark, R. C. and R. E. Mayer (2003). E-Learning and the Science of Instruction. San Francisco, Jossey-Bass
Pfeiffer.

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

Miller, G. A. (1956) The Magical Number Seven, Plus or Minus Two. The Psychological Review, 63(2), pp. 81-97

–

The eLearning Guild has just released a Snapshot Report on Learning Modalities.

This 16-page Snapshot Report is available for all Guild Members, including Associate Members.

In this eLearning Guild Snapshot Report we show Guild members’ adoption of various approaches to e-Learning as of March 2008. Our goal is to show where you and your organization are with respect to other organizations.

This report covers:

• Benchmarking what’s hot, what’s not, and the choices your peers are making
• Learning Modality Popularity
• Web 2.0 and Emerging Modalities
• Demographics of Survey Respondents

Here’s a taster – there are some interesting results included in the report, including results measuring the take-up of so-called Web / Learning 2.0 technologies: it’s lower than you may expect.

You can download the full snapshot report by clicking here or clicking on the image above.

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The eLearning Guild has just released a Snapshot Report on Learning Modalities.

This 16-page Snapshot Report is available for all Guild Members, including Associate Members.

In this eLearning Guild Snapshot Report we show Guild members’ adoption of various approaches to e-Learning as of March 2008. Our goal is to show where you and your organization are with respect to other organizations.

This report covers:

• Benchmarking what’s hot, what’s not, and the choices your peers are making
• Learning Modality Popularity
• Web 2.0 and Emerging Modalities
• Demographics of Survey Respondents

Here’s a taster – there are some interesting results included in the report, including results measuring the take-up of so-called Web / Learning 2.0 technologies: it’s lower than you may expect.

You can download the full snapshot report by clicking here or clicking on the image above.

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