Kristina's peer tutorial for ED 546/ ED 548.

1. How e-Learning Changed
My Instruction

2. BEFORE e-Learning
Before Elements of My Unit Instruction
❖ Kindergarten Senses Unit
❖ Books
❖ Read-Alouds
❖ Pictures
❖ Work Books
❖ Worksheets
❖ Internet Sound Examples
❖ Discovery Works-Curriculum Guide

3. BEFORE e-Learning
Before Elements of My Unit Instruction
• Kindergarten Math Concepts
• Everyday Math Curriculum Guide
• Math Manipulatives (Blocks, Counting Bears)
• Poster Boards (Calendar)
• Read-Aloud Story Problems
• Listening Center

4. Inadequate Retrieval Cues &
Surface Visuals
Is That Picture Backwards???
Old School Listening Center. Students
have difficulty stopping for discussion
or finding their page.

5. No Support of Attention or
Building Procedural Skills
Waterford Computers
Class Number Grid

6. No Explanatory Visuals
Manipulatives
That
DON’T
Respond or Move??
Am I right?

8. Cognitive Overload

9. What Is e-Learning &
How Has it Changed
My Instruction

10. What is e-Learning?

11. Four valuable
instructional methods
unique to e-learning
"To get a return on investment, all training initiatives, including e-learning, must improve job performances that lead to achievement of
organizational operational goals.” (Operational goals = bottom line indicators of organizational success.)
• Practice with Feedback (automated, tailored)
• Social Software & Collaboration - integration of collaboration with self-study
• Tailored Instruction (adaptive instruction) - dynamic adjustment of instruction based
on learning
• Simulations & Games - (not all games are equally effective)

12. How Graphics Promote Learning:
Application Guidelines Using a SMART
Board
Match visuals to the instructional goals.
Avoid unrelated visuals that activate wrong memory.
Use visuals for spatial content.
Use visuals that show cause and effect relationships.
Engage learners with your visuals.
http://smarttech.com/

13. PLAN GRAPHICS THAT
AWAKEN PRIOR
KNOWLEDGE
Use comparative advance organizers when learners
have relevant prior knowledge (concrete graphics &
visual analogies)
Use expository advance organizers when learners
lack relevant prior knowledge (visual summaries)
Avoid seductive details in lesson introductions

14. Plan Graphics That Minimize
Memory Load

15. Plan Graphics That Minimize
Memory Load
1st 2nd 3rd

16. Graphics that support
transfer learning
• Realistic Objects
LapTops
• Photographs
• Virtual Tours
Podcasts
SMART Boards

17. Accommodate Visual & Verbal
Learner Differences

19. Help Learners Build
Mental Models
• Making lessons
EFFICIENT
EFFECTIVE

20. Use Non-examples/
Counterexamples

21. Leverage Practice

22. Graphic Design Devices
Leverage Practice

23. How Can YOU Visualize
Lesson Content?

24. START BY USING
Five Basic Content Types Found
in Organizational Training
Procedures Concepts
Facts
Processes Principles

25. #1 Define Instructional Goals
These goals will probably be taken
from your district trifold, guaranteed
viable curriculum and state standards.

26. PROCEDURES
• USE TRANSFORMATIONAL VISUALS
TO ILLUSTRATE THE STEPS THE
LEARNER TAKES TO PERFORM A
PROCEDURAL TASK.
• EMPHASIZES HOW TO SUPPORT
TRANSFER OF LEARNING AND
MANAGE COGNITIVE LOAD.

27. How To Visualize
Procedures
• Provide demonstrations that combine
transformational and representational
visuals
http://education.smarttech.com/ste/en-US/Ed+Resource/

28. CONCEPTS
USE VISUALS TO HELP LEARNERS BUILD MENTAL MODELS OF
CONCEPTS THAT WILL ENABLE THEM TO MAKE
DISCRIMINATIONS ON THE JOB.

29. How To Visualize
Concepts
TWO or MORE Representational Graphic
Examples
http://nlvm.usu.edu/en/nav/grade_g_1.html

30. FACTS
USE REPRESENTATIONAL AND
ORGANIZATIONAL VISUALS TO
ILLUSTRATE CONCRETE AND DISCRETE
FACTUAL INFORMATION.
EMPHASIZES THE DESIGN AND
PLACEMENT OF MEMORY AIDS TO HELP
WORKERS RETRIEVE FACTS WHEN
NEEDED.

31. Use Organizational
Visuals Door
Clock
See
Rug Friend
http://nlvm.usu.edu/en/nav/
grade_g_1.html

32. PROCESSES
USE TRANSFORMATIONAL VISUALS
THAT INCORPORATE
REPRESENTATIONAL VISUALS FOR
CONCRETE PROCESSES AND
ANALOGICAL VISUALS FOR
ABSTRACT PROCESSES TO HELP
WORKERS BUILD MENTAL MODELS
OF HOW SYSTEMS WORK.

33. Design transformational visuals that show
activity flows from the performers'
perspective
• Shows Movement
• Different Surface Features
• Communicates Action
http://streaming.discoveryeducation.com/

34. PRINCIPLES
VISUALIZE GUIDED-DISCOVERY LESSON
ARCHITECTURES TO SUPPORT PROBLEM-
CENTERED LEARNING AS WELL AS HOW
TO USE INTERPRETIVE VISUALS TO
DISPLAY SCIENTIFIC PRINCIPLES.

35. Manage Cognitive Load by Using
Supportive Devices
*Allows students to move at their own pace.

36. Manage Cognitive Load by Using
Supportive Devices
*Allows students to move at their own pace.

37. SET GOALS
PLAN ACTIVITIES
EVALUATE
RESULTS

38. SET GOALS
PLAN ACTIVITIES
Originality & Inventiveness
EVALUATE
RESULTS
MONITOR PROGRESS

39. COMMON MISTAKES TO AVOID
Using visuals that do not accurately
reflect the work environment
Omitting important concepts or
providing only a brief definition
without supporting examples
Including unrelated facts and never
integrating them into the lesson

40. COMMON MISTAKES TO AVOID
Failing to teach the process at all or not
using visuals to illustrate the process
Failing to promote learner engagement
with interpretive visuals

41. Kristina Quintana
Final Project
7-17-09