Learning Team C
Michael Balof, Tasheca Brown,
Belinda Diaz-Askew,
Joanna Hansard
• Personalization, pretraining, and
segmentation principles
• Appropriate uses of worked examples
• Examples for Personalization, pretraining,
worked examples and segmentation
• The multimedia principle and the
contiguity principle
•The appropriate use of both the multimedia
principle and the contiguity principle
•Table or graphic organizer
Personalization, Pre-training, and Segmentation
Personalization in education is the act of making learning
specific to the individual in effort to engage a higher level of
thinking and learning. Rather than standardizing education
to see higher results, personalizing it makes it more
interesting for the individual and encourages material to be
digested and understood on a different level. Tailoring the
learning to the needs of the student is essentially the goal of
personalization. The goal is to help students achieve more
by being more engaged and more catered to as a student,
which in turn helps all parties involved.
Pre-training is a way to give a preview of the
material, or simply introduce the concept so that the
students can come prepared to learn and already have a
basic understanding of the material to go over. Pre-training
can reduce the cognitive loads of the learners and allow for
more learning to take place during the instructional times.
This helps mentally prepare the students to get their minds
set on the right track and come eager to find out more
about the basic introductions that they have been given. An
example of this would be how I hold my team meetings in
the work that I do. I send out an agenda the day before the
meeting so that my team knows what will be covered in the
meeting, the topics I am going to expand on once we are
together, and what they can come prepared with to discuss.,
This gets them ready to learn and start their thinking about
the discussion topics they will bring, makes them start to
think of any questions they may have surrounding the topics
I am going to go over, and the contributions that they have
to add to the conversation.
The principle of segmenting helps cut up the information and
make it more manageable for the learners. Segmenting a
project or a lesson helps the instructor make their points
about the material and spend time explaining the ins and
outs of the instruction. It’s also helpful for learners who are
working to understanding new topics. Segmenting a project
is always an easier way to accomplish a large task and
makes it much more likely that the student will digest the
information and work to apply it to everyday life.
Reference:
Cook, John, Don’t standardize education, personalize it,
http://www.johndcook.com/blog/2009/05/17/dontstandardize-education-personalize-it/ 2009
Robinson, Ken, The Element, 2006
Working examples allow a student can see a process or a task
worked and completed here she will be able to attempt the task
with a better knowledge base. Positives and negatives abound
when teaching using worked examples.
One negative, learned the hard way, is to place the student in
the driver seat and get him or her actually working hands-on
with the process as soon as possible. A learned lesson about this
process is if shown to students once they have an idea of the
process. If shown twice those who did not quite get it the first
time, now understand the process. If shown a third time, the
teacher just taught every student in class to watch him or her
do the process.
Learning from this experience, students now receive an
explanation of what is about the process and immediately
placed in a chair in front of the computer. From this setup the
teacher explains to them what to do, and when necessary,
helps to click the right button on the mouse or point out, and
walk the student through how to shift for a capital letter. As the
lesson goes on the instructor backs away and stops giving
information on items the student has already accomplished;
instead the instructor points out the good job that is being done
and the correct moves the student is making. Utilizing recently
learned ideas from Dale Carnegie, (2011) the teacher will never
criticize complained or condemn the student. Each student
starts computer training with an overriding fear they cannot
succeed. The instructors work hard to show each student every
positive action made by the student.
As a working example, a student has just walked into the classroom with no working knowledge of
the computer. The student is in a panic and once a resume in order to look for jobs. The student is
very nervous and in a panic over the need for the resume. The instructor first talks with the student,
allowing the student to vent any frustrations to explain what is needed or desired and what the
expectations about,. Usually, the desired outcome is for the instructor to write the resume for the
student.
The instructor explains to the student that making a resume is easier than he or she thinks. The
student is placed in front of a thin client virtual computer. A resume template design by the instructor
and close to the type of job the student wishes to be hired for is brought up on the screen. Then the
instructor begins to talk the student through the concept of highlighting the word name and then
typing his or her name into the computer. The same process is used for the summary of skills, only,
the process becomes easier after the name, address, phone number, and e-mail address are added.
By the time the student reaches the work experience section he or she gained some confidence about
what they are doing and it is easier to teach the idea of formatting and spacing. By the time the
student finishes the resume, the instructor who has pointed out every correct moves made to this
point praises the student and makes him or her feel good in the accomplishment of writing his or her
own resume. The instructor has the student go to the front desk and pick up a free flash drive issued
to the student from the workforce center, and the student is shown how to save and retrieve the
resume from the hard drive flash drive.
Teaching each student hands on is the more labor intensive first step; however, sets the student on a
course of success and gives him or her the confidence to work on their own and needing only a
question answered from the teacher from time to time. The concept is the same as teaching a person
to fish rather than giving him or her a pass to Long John Silvers.
Reference
Administrator, (2011). Golden Rules from Dale Carnegie's Golden Book. As downloaded from
http://www.nagesh.com/reference/100-golden-rules/182-golden-rules-from-dale-carnegies-goldenbook.html
One example of personalized learning is Open
learning initiative. It is a program that allows
students to be able to take college courses over the
internet free of charge. They can study material such
as sciences, math’s, and even foreign languages. The
courses are offered in student-centered learning
environments and have measurable learning
objectives and built-in tools to support students in
achieving them. Each course contains small amounts
of explanatory text and many activities that
capitalize on the computer’s capability to display
digital images and simulations and promote
interaction. Many of the courses also include virtual
lab environments that encourage flexible and
authentic exploration.
Along with the program comes a mini tutor. The mini
tutor is a little guide that helps the student along the
way. It lets the student know the mistakes they are
making and in which areas they can improve in.
When they are doing well the mini tutor lays low.
This approach differs from traditional computer-aided
instruction, which gives didactic feedback to students
on their final answers; the OLI tutors provide
context-specific assistance throughout the problem
solving. OLI also includes instructor and student
dashboards so that both can have real-time feedback
on how and why learning is occurring. This program
is allowing students who would not normally be able
to go to school be able to and allowing them to have
control over what they are learning and personalizing
the education that suits them.
Segmented learning breaks up the information that
is being taught and allows the student to not feel as
if they are bombarded with the information. An
example of that would be when students are first
being taught how to read or spell. We start by
breaking up the words into chunks that are
manageable for the child to understand. For instance
the word, sh-ip. Breaking the word up into three
different segments allows the student to be able to
distinguish the sounds that are coming from that
word.
Students make words with onsets and rimes by
playing a card game.
1. Separate onset and rime cards into two stacks and
place face down on a flat
surface.
2. Taking turns, students select two cards from the
onset stack and one card from
the rime stack.
3. Try to make word(s) using the rime card and at
least one of the onset cards.
4. If a word can be made, read it, and record it on
the paper. When done, return
cards either to the bottom or the middle of their
respective piles.
5. Continue activity until all possible words are
made.
Example: The Child picks sh and ip. They will
connect those two words together to make the word
ship.
Sh
ip
Pretraining is seeing what the student may already
know before they even begin. An example of
pretraining would be if you were conducting a
cooking class. The class is for beginning cooks and
you ask them to make their signature dish. What
they make that they think is the best thing that they
make. They have a certain amount of time to do it
in. In doing this it will allow the instructor to be able
to gage where everyone is in the class. They can tell
the skill level of the student by what dish they try to
attempt.
Multimedia Principle
The Multimedia Principle combines the use of text
and graphics to promote learning. “This has been
a proven method of fostering deeper cognitive
processing in learners,” (Clark & Mayer, 2011).
Contiguity Principle
The Contiguity Principle reinforces the placement
of printed text near the corresponding graphic in
order to create a connection to the learner (Clark
& Mayer, 2011).
•Contiguity Principle 1: Place Printed Words Near
Corresponding Graphics
◦This allows the learner to remain engaged and
make a meaningful connection with the text and
graphic.
•Contiguity Principle 2: Synchronize Spoken
Words with Corresponding Graphics
◦Participants learn best when the narration is
presented at the same time as the graphic
animation.
An example of using the contiguity principle
is by using captions and descriptions on or
under the picture to give the learner/reader
an idea of what is going on in the visual or
graphic. This can be an effective learning
tool in an online class where the learners
are learning about different geographic
locations. A geography class would
emphasize the locations of different
countries and terrains; it can be helpful for
an instructor to use the contiguity principle
and captions to describe what is being
taught.
An example using the multimedia principle
would be to use graphic and texts together,
rather than simply text alone in online
forums. An example of this would be use of
an online interactive presentation that
allows for learners to read text and watch
videos in an alternating fashion in order to
better understand the material being taught
Supplied utilizing
PowerPoint, and graphics
from
Microsoft.com/Clipart.