E-Learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / Ruth Colvin Clark and Richard E. Mayer.

Enhanced descriptions from Syndetics:

In e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer- internationally recognized experts in the field of e-learning- offer essential information and guidelines for selecting, designing, and developing e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings.

Table of contents provided by Syndetics

• Acknowledgments
• Preface
• Introduction
• 1 e-Learning: Promise and Pitfalls
• The e-Learning Bandwagon
• What Is e-Learning?
• Self-Study vs
• Virtual Classroom e-Learning
• e-Learning Development Process
• Two Types of e-Learning Goals: Inform and Perform
• Is e-Learning Better? Media Comparison Research
• What Makes e-Learning Unique?e-Learning: The Pitfalls
• What Is Good e-Courseware?Learning in e-Learning
• 2 How Do People Learn from e-Courses
• How Do People Learn?
• How Do e-Lessons Affect Human Learning?
• What Is Good Research?
• How Can You Identify Relevant Research?
• How Do You Interpret Research Statistics?
• What We Don't Know About Learning
• 3 Applying the Multimedia Principle: Use Words and Graphics, Rather Than Words Alone
• Do Visuals Make a Difference?
• Multimedia Principle: Include Both Words and Graphics
• Some Ways to Use Graphics to Promote Learning
• Psychological Reasons for the Multimedia Principle
• Evidence for Using Words and Pictures
• The Multimedia Principle Works Best for Novices
• Should You Change Static Illustrations into Animations?
• What We Don't Know About Visuals
• 4 Applying the Contiguity Principle: Align Words to Corresponding Graphics
• Contiguity Principle
• 1 Place Printed Words Near Corresponding Graphics
• Contiguity Principle
• 2 Synchronize Spoken Words with Corresponding Graphics
• Psychological Reasons for the Contiguity Principle
• Evidence for Presenting Printed Words Near Corresponding Graphics
• Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics
• What We Don't Know About Contingency
• 5 Applying the Modality Principle: Present Words as Audio Narration, Rather Than On-Screen Text
• Modality Principle: Present Words as Speech Rather Than On-Screen Text
• Limitations to the Modality Principle
• Psychological Reasons for the Modality Principle
• Evidence for Using Spoken Rather Than Printed Text
• When the Modality Principle Applies
• What We Don't Know About Modality
• 6 Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not Both
• Redundancy Principle
• 1 Do Not Add On-Screen Text to Narrated Graphics
• Psychological Reasons for the Redundancy Principle
• Evidence for Omitting Redundant On-Screen Text
• Redundancy Principle
• 2 Consider Adding On-Screen Text to Narration in Special Situations
• Psychological Reasons for Exceptions to Redundancy Principle
• Evidence for Including Redundant On-Screen Text
• What We Don't Know About Redundancy
• 7 Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning
• Coherence Principle
• 1 Avoid e-Lessons with Extraneous Audio
• Psychological Reasons to Avoid Extraneous Audio in e-Learning
• Evidence for Omitting Extraneous Audio
• Coherence Principle
• 2 Avoid e-Lessons with Extraneous Graphics
• Psychological Reasons to Avoid Extraneous Graphics in e-Learning
• Evidence for Omitting Extraneous Graphics
• Coherence Principle
• 3 Avoid e-Lessons with Extraneous Words
• Psychological Reasons to Avoid Extraneous Words in e-Learning
• Evidence for Omitting Extraneous Words Added for Interest
• Evidence for Omitting Extraneous Words Added to Expand on Key Ideas
• Evidence for Omitting Extraneous Words Added for Technical Depth
• What We Don't Know About Coherence
• 8 Applying the Personalization Principle: Use Conversational Style and Virtual Coaches
• Personalization Principle
• 1 Use Conversational Style Rather Than Formal Style
• Psychological Reasons for the Personalization Principle
• Evidence for Using Conversational Style
• Promote Personalization Through Voice Quality
• Promote Personalization Through Polite Speech
• Personalization Principle
• 2 Use Effective On-Screen Coaches to Promote

Author notes provided by Syndetics