This document proposes a model for redesigning online training based on cognitive learning theories and principles. The model incorporates multimedia learning principles such as using words and graphics together rather than text alone, aligning words and graphics, using audio narration over on-screen text, and avoiding redundant information. It also includes segmenting lessons into bite-sized pieces, providing job-relevant practice throughout the training, and using a conversational style with virtual coaches. The goal is to design online training that reduces cognitive load and supports effective multimedia learning.

1. A Model for re-designing online training By Licinia “Lulu” Barrueco Kaliher, Ed.D.

3. Poll Time Text # answer to 22333. What has been your experience with online modules? To: 22333 Text # answer

8. Redundancy Principle Illustration based upon Mayer’s Multimedia Learning p. 124

9. Modality Principle Illustration based upon Mayer’s Multimedia Learning p. 124

10. Program Design Cognitive Theory and Multimedia Learning (from Clarke and Mayer, 2008 and Mayer, 2005)

11. Multimedia Principles Principle Description Multimedia Learning from text and graphics is better than text alone Contiguity Align words to corresponding graphics Modality Present words as audio narration, rather than on-screen text Redundancy Explain visuals with words in audio or text; not both Coherence Learning is better when there is no superfluous text, graphics or sound Personalization Use conversational style and virtual coaches Segmenting Break a continuous lesson into bite-size segments Pre-training Ensure learners know names/key concepts Practice Provide practice that is job-relevant, and distributed throughout

13. 5 “Learning Capabilities”

14. Conditions of Learning http://www.hsc.unt.edu/departments/cld/CourseDesign-TeachingStrategies.cfm

17. Type of Cognitive Load http://instructionaldesigning.org/audio/by/album/idlive

21. Online Training Design Model

28. Questions