25 Learning Principles to Guide Pedagogy and the Design of Learning Environments
Applying the Science of Learning: What We Know About Learning and How We Can
Improve the Teaching-Learning Interaction
1. Contiguity Effects.
Ideas that need to be associated should be presented contiguously in space and time in the
multimedia learning environment. For example, the verbal label for a picture needs to be placed
spatially near the picture on the display, not on the other side of the screen. An explanation of an
event should be given when the event is depicted rather than many minutes, hours, or days later.
• Implications
Design the learning materials and lesson plans so that elements and ideas that need to be
related are presented near each other in space and time.
• References
Mayer, R. E. (2001). Multimedia learning. NY: Cambridge University Press.
2. Perceptual-motor Grounding.
Whenever a concept is first introduced, it is important to ground it in a concrete
perceptual-motor experience. The learner will ideally visualize a picture of the concept, will be
able to manipulate its parts and aspects, and will observe how it functions over time. The teacher
and learner will also gain a common ground (shared knowledge) of the learning material.
Perceptual-motor experience is particularly important when there is a need for precision, such as
getting directions to find a spatial location. For example, a course in statistics is not grounded in
perceptual-motor experience when the teacher presents symbols and formulae that have no
meaning to the student and cannot be visualized.
• Implications
Teachers should ground new concepts in perceptual-motor experiences when concepts are
first introduced and when the content needs to be tracked with a high level of precision. This
practice facilitates comprehension, learning, and later use of the information.
25 Learning Principles to Guide Pedagogy and the Design of Learning Environments
Applying the Science of Learning: What We Know About Learning and How We Can
Improve the Teaching-Learning Interaction
1. Contiguity Effects.
Ideas that need to be associated should be presented contiguously in space and time in the
multimedia learning environment. For example, the verbal label for a picture needs to be placed
spatially near the picture on the display, not on the other side of the screen. An explanation of an
event should be given when the event is depicted rather than many minutes, hours, or days later.
• Implications
Design the learning materials and lesson plans so that elements and ideas that need to be
related are presented near each other in space and time.
• References
Mayer, R. E. (2001). Multimedia learning. NY: Cambridge University Press.
2. Perceptual-motor Grounding.
Whenever a concept is first introduced, it is important to ground it in a concrete
perceptual-motor experience. The learner will ideally visualize a picture of the concept, will be
able to manipulate its parts and aspects, and will observe how it functions over time. The teacher
and learner will also gain a common ground (shared knowledge) of the learning material.
Perceptual-motor experience is particularly important when there is a need for precision, such as
getting directions to find a spatial location. For example, a course in statistics is not grounded in
perceptual-motor experience when the teacher presents symbols and formulae that have no
meaning to the student and cannot be visualized.
• Implications
Teachers should ground new concepts in perceptual-motor experiences when concepts are
first introduced and when the content needs to be tracked with a high level of precision. This
practice facilitates comprehension, learning, and later use of the information.
การแปล กรุณารอสักครู่..