Learner Control Principle #1
Learner Control Principle #1 says we should "give experienced
learners control" especially when "learners have prior knowledge of the content and skills involved in the training" and "the course is of low complexity" (Clark & Mayer, 2011, p. 319). Not that everyone will want to wade through my entire lesson, but I have hyperlinked at the right to a series of screencast demonstrations I created to build a tutorial on Google Calendar. This adheres to Learner Control Principle #1 because the tutorial was designed with DoDEA employees in mind who had already been somewhat exposed to Google Calendar. While the later-created extension activity is marginally more complex, the actual tutorial simply has adult learners watching screencast demonstrations, as many times as needed, and doing a quick comprehension check with an embedded ProProfs quiz for each topic. |
Learner Control Principle #5
Learner Control Principle #5 suggests that we "offer navigational support in hypermedia environments" (Clark & Mayer, 2011, p. 329). At the right, I have shown a couple of screenshots of an Atomic Learning tutorial on student motivation. In the first frame of the screenshot, the overall tutorial is broken down into topical segments, serving as a flexible site (tutorial) map as described by Clark & Mayer (2011, p. 332). This allows for the learner to only view the portions of a topic with which they are least familiar. The second frame of the screenshot is from the Prove It or assessment portion of the same tutorial. It prompts the learner to revisit any portions of the tutorial needed in order to build confidence in preparation for proving learning.
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References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.