This document outlines Mayer's principles of multimedia learning. It discusses 12 principles organized into 3 categories: reducing extraneous processing, fostering generative processing, and managing essential processing. The principles aim to optimize instructional design by reducing cognitive overload and encouraging deeper understanding. Some key principles include coherence, signaling, redundancy, multimedia, segmenting and pre-training. The principles support effective learning from words and pictures by guiding how best to integrate text, graphics, audio and video.
The document outlines Mayer's principles of multimedia learning, which are focused on maximizing learning from words and pictures. It discusses 12 principles organized into 3 categories: reducing extraneous processing, fostering generative processing, and managing essential processing. The principles include coherence, signaling, redundancy, personalization, voice, segmentation and pre-training. Multimedia learning is effective because it engages both visual and auditory channels to help form mental representations.
This document outlines Mayer's principles of multimedia learning. It discusses 12 principles organized into 3 categories: reducing extraneous processing, fostering generative processing, and managing essential processing. The principles aim to optimize instructional design by reducing cognitive overload and encouraging deeper understanding. Some key principles include coherence, signaling, redundancy, pre-training, segmenting, and the multimedia principle of combining words and pictures.
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
Key Principles in Using Multimedia - IECTA Jan 22.pptx.pdfJohan Syah
The workshop gives some basic principles of using multimedia sources in online lessons. This is to achieve the main objectives of every lesson: engaging and effective.
Mayer's cognitive theory of multimedia learning posits that people learn more deeply from words and pictures than from words alone. The theory addresses how to structure multimedia instruction based on how the human mind works. Mayer outlines three types of cognitive load: extraneous, essential, and generative. Principles are provided for reducing extraneous load and managing essential load, such as the signaling principle and segmenting principle. Additional principles like the multimedia and personalization principles aim to foster deeper generative processing of the material.
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
Principles of Multimedia Learning-Col.pptxLotfiDerbali3
Richard Mayer’s seminal book Multimedia Learning details his extensive research on how to structure multimedia materials effectively to maximize learning. Relying on numerous experiments, he distills his findings into 12 principles that constitute (in part) what he refers to as the “cognitive theory of multimedia learning.” This theory and its principles provide guidance on how to create effective multimedia presentations for learning.
The document outlines Mayer's principles of multimedia learning, which are focused on maximizing learning from words and pictures. It discusses 12 principles organized into 3 categories: reducing extraneous processing, fostering generative processing, and managing essential processing. The principles include coherence, signaling, redundancy, personalization, voice, segmentation and pre-training. Multimedia learning is effective because it engages both visual and auditory channels to help form mental representations.
This document outlines Mayer's principles of multimedia learning. It discusses 12 principles organized into 3 categories: reducing extraneous processing, fostering generative processing, and managing essential processing. The principles aim to optimize instructional design by reducing cognitive overload and encouraging deeper understanding. Some key principles include coherence, signaling, redundancy, pre-training, segmenting, and the multimedia principle of combining words and pictures.
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
Key Principles in Using Multimedia - IECTA Jan 22.pptx.pdfJohan Syah
The workshop gives some basic principles of using multimedia sources in online lessons. This is to achieve the main objectives of every lesson: engaging and effective.
Mayer's cognitive theory of multimedia learning posits that people learn more deeply from words and pictures than from words alone. The theory addresses how to structure multimedia instruction based on how the human mind works. Mayer outlines three types of cognitive load: extraneous, essential, and generative. Principles are provided for reducing extraneous load and managing essential load, such as the signaling principle and segmenting principle. Additional principles like the multimedia and personalization principles aim to foster deeper generative processing of the material.
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
Principles of Multimedia Learning-Col.pptxLotfiDerbali3
Richard Mayer’s seminal book Multimedia Learning details his extensive research on how to structure multimedia materials effectively to maximize learning. Relying on numerous experiments, he distills his findings into 12 principles that constitute (in part) what he refers to as the “cognitive theory of multimedia learning.” This theory and its principles provide guidance on how to create effective multimedia presentations for learning.
This document discusses the multimedia and contiguity principles as they apply to e-learning. It defines multimedia as presentations containing both words and graphics, including text, spoken words, drawings, charts, maps, animations and videos. The contiguity principle states that words should be placed near the corresponding graphics and spoken words should be presented at the same time as the graphics they describe. Multimedia presentations are most effective for novice learners when they engage in active learning by connecting words and pictures. Violating the contiguity principle can overload memory by separating related information.
Mayer's theory of multimendia learningKareisaKaela
The document summarizes Mayer's theory of multimedia learning, which proposes principles for effective multimedia instructional design. It describes principles for reducing extraneous cognitive processing like coherence, signaling, and redundancy. It also outlines principles for managing essential processing like segmenting, pre-training, and modality. Each principle is explained with the theoretical rationale, empirical evidence supporting it, and boundary conditions for when it applies best.
Learning Design for the Brain - Multimedia Principlesrani h gill
Learning Design for the Brain demonstrates and explains multimedia principles and how to apply in designing information or learning. The intent is boil these principles & theories down to essentials to make them more usable.
NOTE: Slide 57 & 58 (Critique 2) are reversed. The answers come before the critique - tried fixing it many times!!!
The document discusses the coherence principle for effective presentations. It outlines three guidelines: 1) Avoid extraneous audio, as the cognitive theory of multimedia predicts adults will learn more from presentations without extra sounds. However, music can be used at the beginning and relevant sounds for assessments. 2) Avoid extraneous graphics that do not complement the content and may distract learners. Images should support thinking processes. 3) Avoid extraneous words by using concise, basic text. Simple on-screen content with sparing use of sounds and complementary images helps learning. Each guideline provides supporting psychology and asks for examples that support or violate the guidelines, with comprehension questions at the end.
The document discusses principles of multimedia and contiguity in e-learning. It defines multimedia as using words and graphics rather than just words alone. Different types of graphics are described like static illustrations, organizational graphics, relational designs, and transformational designs. Contiguity principles emphasize aligning words with corresponding graphics, whether printed or spoken, to facilitate active learning and reduce cognitive load. Learners should not have to search for related words and graphics in e-learning materials.
This document discusses various multimedia learning processes and techniques for teaching. It begins by defining multimedia as the combination of various digital media types integrated into an interactive application. It then discusses how teachers can use multimedia to modify course content in a more meaningful way by incorporating different media elements. The document also mentions some of the technologies used to create multimedia content, like Photoshop and Premier. It notes that creating multimedia projects in groups allows students to learn collaboration skills. Several teaching methods and examples are provided, such as mind maps, humor in teaching, explaining applications before concepts, and role playing scenarios.
This document discusses different multimedia learning processes and techniques for teaching. It provides examples of using multimedia like images, audio, and video to engage students and help them better understand and retain information. Some key techniques discussed include:
- Using multimedia to modify lesson content and represent information in a more meaningful way through different media elements.
- Creating multimedia projects in groups allows students to learn to work cooperatively and collaboratively to accomplish objectives.
- Mind maps use visuals and key words to help students make notes and explain concepts in an innovative way that improves memory and understanding.
- Starting with real world applications of concepts before explaining the underlying theories can increase student interest and engagement with the material.
Principle of effective multimedia learning - DR JAMILAH.pptxYusriBinAbdullah1
The document outlines several principles of effective multimedia learning: 1) words and pictures are better than words alone as it allows the brain to process more information; 2) content should be presented together in time and visually to focus learner attention; 3) text and pictures should be in close proximity to avoid splitting learner attention. Extraneous information should be excluded and learners should be able to control the pace of presentation. Prior knowledge should be activated and content should engage and allow learners to apply their new knowledge with feedback.
This document discusses educational technology and its role in learning. It begins by defining educational technology as the application of technology to improve teaching and learning, including the use of devices, procedures, and organizations. It then discusses technology's potential benefits and drawbacks for students. Several concepts related to educational technology are then outlined, including the systematic approach to teaching, Dale's Cone of Experience model of learning, and conceptual models of learning like meaningful, discovery, generative, and constructivist learning. The document emphasizes that educational technology can engage students and help them learn when integrated appropriately in the classroom.
The document discusses the 12 principles of media design for multimedia learning. It covers 4 categories: principles for reducing extraneous processing, managing essential processing, and fostering generative processing in multimedia learning. Each principle is explained in 2-3 sentences, with examples of how to apply the principle. The principles include coherence, signaling, redundancy, spatial & temporal contiguity, segmenting, pre-training, modality, multimedia, personalization, voice, and image principles.
The document discusses principles of how we learn and memory. It explains that there are three phases to working memory: getting information into short term memory, nurturing the information as it's processed, and moving information to long term memory. The most crucial phase is the first, so information should be presented in small, bite-sized chunks over short periods of time. Breaking lessons into segments allows information to be easily understood and remembered.
The document discusses principles of how we learn and memory. It explains that there are three phases to working memory: getting information into short term memory, nurturing the information as it's processed, and moving information to long term memory. The most crucial phase is the first, so information should be presented in small, bite-sized chunks over short periods of time. Breaking lessons into segments allows information to be easily understood and remembered.
The document discusses the principles of multimedia and contiguity in instructional design. The multimedia principle holds that using both words and graphics improves learning over using words alone. There are different types of graphics that can serve various purposes. The contiguity principle aims to maximize learning by integrating words and graphics closely together, both visually and audibly. Violating contiguity can confuse learners.
Multimedia in education combines text, video, sound, graphics, and animation to provide a powerful new tool for teaching and learning. When used interactively, it allows students and teachers to choose their own path through linked ideas, rather than following a linear presentation. Effective use of multimedia requires considering human and technical factors like how much text or graphics will overwhelm viewers. It also requires resources like appropriate classroom architecture and technology. When students also produce their own multimedia works, it enhances the learning process by having them research, design, and communicate their understanding from multiple perspectives.
This document contains a detailed lesson plan for a Grade 9 English class. The objectives of the lesson are for students to analyze the relevance and truthfulness of ideas presented in materials viewed, differentiate the three strategies of viewing, determine relevance and truthfulness, and develop a critical mindset. The lesson plan outlines teacher and student activities including motivation, development, application, and assignment. Key points discussed are the definition of viewing, the three strategies of pre-viewing, during viewing, and after viewing, determining if ideas are relevant and truthful by checking sources and evidence, and the effects of spreading fake news.
1. The document discusses the Modality and Redundancy principles of multimedia learning.
2. The Modality Principle states that students learn better when graphics are explained by narration rather than accompanied by on-screen text.
3. The Redundancy Principle states that students learn better when graphic elements are accompanied by audio narration alone rather than both narration and on-screen text.
The document discusses educational technology and its role in learning. It defines educational technology as tools and foundations that support learning and teaching, including various technological tools and processes. It also discusses Edgar Dale's Cone of Experience, which illustrates that students learn more concretely through hands-on experiences compared to more abstract verbal symbols. Additionally, the document notes that technology can be both beneficial and detrimental to learning, depending on how it is used, and stresses the importance of guiding students to use technology appropriately in their studies.
This 3-sentence summary provides an overview of the key points from the document:
The document presents a 3-minute technological presentation analyzing how two films can be used to relate technology and filmmaking techniques to a Physical and Health Education (PDHPE) curriculum, discussing how the films create real-world connections for student learning and carry meaning for students through addressing current and new learning opportunities with technology. The presenter reflects on learning about short filmmaking and how they will apply these new skills to engage students in their future PDHPE teaching through technology-based projects.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document discusses the multimedia and contiguity principles as they apply to e-learning. It defines multimedia as presentations containing both words and graphics, including text, spoken words, drawings, charts, maps, animations and videos. The contiguity principle states that words should be placed near the corresponding graphics and spoken words should be presented at the same time as the graphics they describe. Multimedia presentations are most effective for novice learners when they engage in active learning by connecting words and pictures. Violating the contiguity principle can overload memory by separating related information.
Mayer's theory of multimendia learningKareisaKaela
The document summarizes Mayer's theory of multimedia learning, which proposes principles for effective multimedia instructional design. It describes principles for reducing extraneous cognitive processing like coherence, signaling, and redundancy. It also outlines principles for managing essential processing like segmenting, pre-training, and modality. Each principle is explained with the theoretical rationale, empirical evidence supporting it, and boundary conditions for when it applies best.
Learning Design for the Brain - Multimedia Principlesrani h gill
Learning Design for the Brain demonstrates and explains multimedia principles and how to apply in designing information or learning. The intent is boil these principles & theories down to essentials to make them more usable.
NOTE: Slide 57 & 58 (Critique 2) are reversed. The answers come before the critique - tried fixing it many times!!!
The document discusses the coherence principle for effective presentations. It outlines three guidelines: 1) Avoid extraneous audio, as the cognitive theory of multimedia predicts adults will learn more from presentations without extra sounds. However, music can be used at the beginning and relevant sounds for assessments. 2) Avoid extraneous graphics that do not complement the content and may distract learners. Images should support thinking processes. 3) Avoid extraneous words by using concise, basic text. Simple on-screen content with sparing use of sounds and complementary images helps learning. Each guideline provides supporting psychology and asks for examples that support or violate the guidelines, with comprehension questions at the end.
The document discusses principles of multimedia and contiguity in e-learning. It defines multimedia as using words and graphics rather than just words alone. Different types of graphics are described like static illustrations, organizational graphics, relational designs, and transformational designs. Contiguity principles emphasize aligning words with corresponding graphics, whether printed or spoken, to facilitate active learning and reduce cognitive load. Learners should not have to search for related words and graphics in e-learning materials.
This document discusses various multimedia learning processes and techniques for teaching. It begins by defining multimedia as the combination of various digital media types integrated into an interactive application. It then discusses how teachers can use multimedia to modify course content in a more meaningful way by incorporating different media elements. The document also mentions some of the technologies used to create multimedia content, like Photoshop and Premier. It notes that creating multimedia projects in groups allows students to learn collaboration skills. Several teaching methods and examples are provided, such as mind maps, humor in teaching, explaining applications before concepts, and role playing scenarios.
This document discusses different multimedia learning processes and techniques for teaching. It provides examples of using multimedia like images, audio, and video to engage students and help them better understand and retain information. Some key techniques discussed include:
- Using multimedia to modify lesson content and represent information in a more meaningful way through different media elements.
- Creating multimedia projects in groups allows students to learn to work cooperatively and collaboratively to accomplish objectives.
- Mind maps use visuals and key words to help students make notes and explain concepts in an innovative way that improves memory and understanding.
- Starting with real world applications of concepts before explaining the underlying theories can increase student interest and engagement with the material.
Principle of effective multimedia learning - DR JAMILAH.pptxYusriBinAbdullah1
The document outlines several principles of effective multimedia learning: 1) words and pictures are better than words alone as it allows the brain to process more information; 2) content should be presented together in time and visually to focus learner attention; 3) text and pictures should be in close proximity to avoid splitting learner attention. Extraneous information should be excluded and learners should be able to control the pace of presentation. Prior knowledge should be activated and content should engage and allow learners to apply their new knowledge with feedback.
This document discusses educational technology and its role in learning. It begins by defining educational technology as the application of technology to improve teaching and learning, including the use of devices, procedures, and organizations. It then discusses technology's potential benefits and drawbacks for students. Several concepts related to educational technology are then outlined, including the systematic approach to teaching, Dale's Cone of Experience model of learning, and conceptual models of learning like meaningful, discovery, generative, and constructivist learning. The document emphasizes that educational technology can engage students and help them learn when integrated appropriately in the classroom.
The document discusses the 12 principles of media design for multimedia learning. It covers 4 categories: principles for reducing extraneous processing, managing essential processing, and fostering generative processing in multimedia learning. Each principle is explained in 2-3 sentences, with examples of how to apply the principle. The principles include coherence, signaling, redundancy, spatial & temporal contiguity, segmenting, pre-training, modality, multimedia, personalization, voice, and image principles.
The document discusses principles of how we learn and memory. It explains that there are three phases to working memory: getting information into short term memory, nurturing the information as it's processed, and moving information to long term memory. The most crucial phase is the first, so information should be presented in small, bite-sized chunks over short periods of time. Breaking lessons into segments allows information to be easily understood and remembered.
The document discusses principles of how we learn and memory. It explains that there are three phases to working memory: getting information into short term memory, nurturing the information as it's processed, and moving information to long term memory. The most crucial phase is the first, so information should be presented in small, bite-sized chunks over short periods of time. Breaking lessons into segments allows information to be easily understood and remembered.
The document discusses the principles of multimedia and contiguity in instructional design. The multimedia principle holds that using both words and graphics improves learning over using words alone. There are different types of graphics that can serve various purposes. The contiguity principle aims to maximize learning by integrating words and graphics closely together, both visually and audibly. Violating contiguity can confuse learners.
Multimedia in education combines text, video, sound, graphics, and animation to provide a powerful new tool for teaching and learning. When used interactively, it allows students and teachers to choose their own path through linked ideas, rather than following a linear presentation. Effective use of multimedia requires considering human and technical factors like how much text or graphics will overwhelm viewers. It also requires resources like appropriate classroom architecture and technology. When students also produce their own multimedia works, it enhances the learning process by having them research, design, and communicate their understanding from multiple perspectives.
This document contains a detailed lesson plan for a Grade 9 English class. The objectives of the lesson are for students to analyze the relevance and truthfulness of ideas presented in materials viewed, differentiate the three strategies of viewing, determine relevance and truthfulness, and develop a critical mindset. The lesson plan outlines teacher and student activities including motivation, development, application, and assignment. Key points discussed are the definition of viewing, the three strategies of pre-viewing, during viewing, and after viewing, determining if ideas are relevant and truthful by checking sources and evidence, and the effects of spreading fake news.
1. The document discusses the Modality and Redundancy principles of multimedia learning.
2. The Modality Principle states that students learn better when graphics are explained by narration rather than accompanied by on-screen text.
3. The Redundancy Principle states that students learn better when graphic elements are accompanied by audio narration alone rather than both narration and on-screen text.
The document discusses educational technology and its role in learning. It defines educational technology as tools and foundations that support learning and teaching, including various technological tools and processes. It also discusses Edgar Dale's Cone of Experience, which illustrates that students learn more concretely through hands-on experiences compared to more abstract verbal symbols. Additionally, the document notes that technology can be both beneficial and detrimental to learning, depending on how it is used, and stresses the importance of guiding students to use technology appropriately in their studies.
This 3-sentence summary provides an overview of the key points from the document:
The document presents a 3-minute technological presentation analyzing how two films can be used to relate technology and filmmaking techniques to a Physical and Health Education (PDHPE) curriculum, discussing how the films create real-world connections for student learning and carry meaning for students through addressing current and new learning opportunities with technology. The presenter reflects on learning about short filmmaking and how they will apply these new skills to engage students in their future PDHPE teaching through technology-based projects.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. INTRODUCTION
What is Multimedia Learning?
It is referred to as learning that occurs when students build mental representations
from words and pictures that are presented to them e.g., printed text and illustrations
or narration and animation. Multimedia messages include words, graphics and
animation. The principles of multimedia learning are focused on maximalization; text-
and-illustrations and narration-and-animation effect; students learn more deeply from
a multimedia explanation presented in words and pictures than in words alone. As we
may know, majority, approximately 65% of the world’s population are visual learners
and as such multimedia learning is a great way for presentations to come alive and be
well grasped by the audience/ students and peers.
4. PRINCIPLES FOR REDUCING EXTRANEOUS
PROCESSING
What is Principles for Reducing Extraneous Processing ?
Cognitive processing that does not does not serve the instructional goal; caused by confusing
instructional design. Usually extraneous processing occurs when the multimedia presentation is poorly
laid out. If there is too much extraneous processing (overload) the learner does not have the resources
for understanding the material.
This category is divided into five sub-categories;
1. Coherence Principle
2. Signalling Principle
3. Redundancy Principle
4. Spatial Contiguity Principle
5. Temporal Contiguity Principle
5. COHERENCE PRINCIPLE
What is the Coherence Principle?
This refers to when people learn better when extraneous words, pictures, and sounds are excluded rather than included. Essentially,
the presenter should avoid unrelated words, graphics, and sounds. Avoid on-screen action that is not related to the content as well as
use concise, well thought out content. In other words ‘less is more effective’. Irrelevant Information ultimately disrupts learning.
Vs
Example 1. Shows a video of the life- cycle of a butterfly but, contains
inessential sounds, words and pictures that are irrelevant to the
Intended purpose.
Example 2. Also shows a life-cycle of a butterfly but, here little
unrelated sounds, words or pictures were used as
opposed to example 1.
6. SIGNALLING PRINCIPLE
What is Signalling Principle?
This refers to people who learn better when the words include cues about the organization of the presentation.
Basically, highlight essential words or graphics; key word IMPORTANT information. Such as using bold text in
presentation or even arrows in a video to emphasize certain information. For example,
In the picture below, a bold red arrow and circle was used to
highlight important information. That way the view would know
Is the crucial parts of the presentation without having to ask.
7. REDUNDANCY PRINCIPLE
What is Redundancy Principle?
It refers to when people learn better from animation and narration than from animation, narration, and on on-
screen text. Basically, adding redundant on-screen text to a narration or video depresses performance. Its better to
have just voice and graphics than voice, graphics and redundant on-screen text. For example; the picture on the
right, has animation, on-screen text as well a narration as indicated with the video icon in the right lower corner of
the picture.
8. SPATIAL CONTIGUITY PRINCIPLE
What is Spatial Contiguity Principle?
This refers to people who learn better when corresponding words and pictures are
presented near rather than far from each other on the page or screen.
For example; the picture illustrated on the right, shows that in one presentation, the
words are separated and far from the water cycle presentation. However, in the
Example below, the words and pictures illustrated are incorporated into the water
cycle presentation.
9. TEMPORAL CONTIGUITY PRINCIPLE
What is Temporal Contiguity Principle?
People learn better when corresponding words and pictures are presented simultaneously rather than successively
(one after the other). More or less, present corresponding words and pictures simultaneously. For example, figure 1,
displays a chart only and explanations or words sequentially whereas figure 2, illustrates both words and pictures
simultaneously.
Fig 1
Fig 2
10. FOSTERING GENERATIVE PROCESSING
What is Fostering Generative Processing?
Refers to cognitive processing required for deeper understanding; caused by motivation of the learner.
A multimedia presentation must facilitate processing that helps a learner deeply understand the
information.
This category is divided into Four sub-categories;
1. Personalization principle
2. Voice principle
3. Multimedia principle
4. Image principle
11. PERSONALIZATION PRINCIPLE
What is Personalized Principle?
People learn better when the words are in conversational style rather than formal style. One way to achieve this is
by using 1st and 2nd person (I, me , you, we). Another way is by using a human-like voice rather than robotic wen
doing multimedia presentations. For example, in the illustration below, we see that in the first example, the lady is
using more of a conversational 1st and 2nd person narrative and in the second example, she is being very formal.
12. VOICE PRINCIPLE
What is Voice Principle?
People learn better when words are spoken in a friendly standard-accented human voice than in a
machine voice or foreign-accented human voice. For example, a teacher is giving a presentation on
the stages/ levels of phonological awareness, and she decides to show a video fro YouTube with a
robot voice explaining the steps/levels. Then she decides to show them a video from YouTube
again but with a woman speaking in a friendly tone about the exact same steps. In conclusion, the
presentation that would be well received would be the second one with the standard accent voice
as the students could relate more and grasp information better.
13. MULTIMEDIA PRINCIPLE
What is Multimedia Principle?
People learn better from words and pictures than from words alone. People are ore likely to understand material
when they can engage in all cognitive processes, selecting words and images, organizing them and integrating
them with existing knowledge. (Clark & Mayer 2011).
For example, in the second picture, only words are used to describe a image, however, in the first picture words
and pictures are used to give a clearer image thus integrating both with existing knowledge to get a clearer
picture.
14. IMAGE PRINCIPLE(NOT SUPPORTED)
What is Image Principle?
People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the
screen. Additionally, no evidence has proven that when the speaker’s image is added to the screen while
presenting any form of material, results in learning.
15. PRINCIPLES FOR MANAGING ESSENTIAL PROCESSING
What is Principles for managing essential processing?
Refers to cognitive processing required to represent the essential material in working memory;
caused by complexity of material. Richard E. Mayer states that “Narrated animations are effective
means of instruction but when they are presented quickly and contain complicated information, they
may induce essential overload. This is when the amount of essential cognitive processing required to
understand the instruction exceeds the learner’s cognitive capacity”.
This category is divided into three sub-categories;
1. Segmenting principle
2. Pre-training principle
3. Modality principle
16. SEGMENTING PRINCIPLE
What is Segmenting Principle?
People learn better when a multimedia lesson is presented in learner-paced segments rather than as a continuous
unit. Basically Chunking information into a lesson. For example, books are segmented into chapters; chapters are
then segmented into sections and so on. Its breaking down large steps into smaller steps. For example the
illustration below shows that each step is segmented in headings and within these headings are steps that should
be taken to achieve them.
17. PRE-TRAINING PRINCIPLE
What is Pre-Training Principle?
People learn better from a multimedia lesson when they know the names and characteristics of the main
concepts. This can be achieved through a glossary, pre-training lesson or even a before you begin, instructional
video. Thus enabling students to connect new knowledge from existing knowledge. Therefore you may see that
lessons are planned from simple to complex.
For example, before the lesson on “The Eye” can commence, students will have to posses prior/background
knowledge of it’s parts and definitions etc..
18. MODALITY PRINCIPLE
What is Modality Principle?
People learn better from animation and narration than from animation and on-screen text. This principle focuses
on maximizing mental stimulation by using both visual and audio but keeps it simple by not using a lot of on-
screen text. For example, In the first picture, the picture is shown with the cycle and words illustrating the cycle.
However, the next group was shown the exact same cycle but it was narrated to them and the retained more
information that that of the image and on-screen text alone.
19.
20. REFERENCES
Mayer. E. Richard. “Multimedia Learning: 12 Principles of Multimedia Learning”. Cambridge Press, 2001.
Richard E. Mayer. Multimedia Learning (Kindle Locations 3077-3090). Kindle Edition.
https://www.youtube.com/watch?v=zDbgmI4mFIY
https://www.youtube.com/watch?v=3o_nE1X014U&t=63s