Holi is the apt time to break the ice, renew relationships and link yourself with those that you wanted to with a bit of color.
Here are 5 key benefits in which elearning has transformed the landscape of learning and development. When compared to the traditional mode of classroom learning, there is clear evidence that elearning brings: What learners want - really Faster delivery Lower costs More effective learning Lower environmental impact.
E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology. Cognitive research and theory suggest that selection of appropriate concurrent multimedia modalities may enhance learning, as may application of several other principles.
Multimedia principle: Deeper learning is observed when words and relevant graphics are both presented than when words are presented alone (also called the multimedia effect). Simply put, the three most common elements in multimedia presentations are relevant graphics, audio narration, and explanatory text. Combining any two of these three elements works better than using just one or all three. Modality principle: Deeper learning occurs when graphics are explained by audio narration instead of onscreen text. Exceptions have been observed when learners are familiar with the content, are not native speakers of the narration language, or when only printed words appear on the screen. Generally speaking, audio narration leads to better learning than the same words presented as text on the screen. This is especially true for walking someone through graphics on the screen, and when the material to be learned is complex or the terminology being used is already understood by the student (otherwise see "pre-training"). One exception to this is when the learner will be using the information as a reference and will need to look back to it again and again. Coherence principle: Avoid using unnecessary content (irrelevant video, graphics, music, stories, narration, etc.) in order to minimize cognitive load imposed on memory during learning by irrelevant and possibly distracting content. Basically, the less learners know about the lesson content, the easier it is for them to get distracted by anything shown that is not directly relevant to the lesson. For learners with greater prior knowledge, however, some motivational imagery may increase their interest and learning effectiveness just a bit. Contiguity principle: Keep related pieces of information together. Deeper learning occurs when relevant text (for example, a label) is placed close to graphics or when spoken words and graphics are presented at the same time, or when feedback is presented next to the answer given by the learner. Segmenting principle: Deeper learning occurs when content is broken into small chunks. Break down long lessons into several shorter lessons. Break down long text passages into multiple shorter ones. Signaling principle: The use of visual, auditory, or temporal cues to draw attention to critical elements of the lesson. Common techniques include arrows, circles, highlighting or bolding text, and pausing or vocal emphasis in narration. Ending lesson segments after critical information has been given may also serve as a signaling cue. Learner control principle: Deeper learning occurs when learners can control the rate at which they move forward through segmented content. Learners tend to do best when the narration stops after a short, meaningful segment of content is given and the learner has to click a "continue" button in order to start the next segment. Some research suggests not overwhelming the learner with too many control options, however. Giving just pause and play buttons may work better than giving pause, play, fast forward, reverse buttons. Also, high prior-knowledge learners may learn better when the lesson moves forward automatically, but they have a pause button that allows them to stop when they choose to do so. Personalization principle: Deeper learning in multimedia lessons occur when learners experience a stronger social presence, as when a conversational script or learning agents are used. The effect is best seen when the tone of voice is casual, informal, and in a 1st person ("I" or "we") or 2nd person ("you") voice. For example, of the following two sentences, the second version conveys more of a casual, informal, conversational tone:A. The learner should have the sense that someone is talking directly to them when they hear the narration.B. Your learner should feel like someone is talking directly to them when they hear your narration. Also, research suggests that using a polite tone of voice ("You may want to try multiplying both sides of the equation by 10.") leads to deeper learning for low prior knowledge learners than does a less polite, more directive tone of voice ("Multiply both sides of the equation by 10."), but may impair deeper learning in high prior knowledge learners. Finally, adding pedagogical agents (computer characters) can help if used to reinforce important content. For example, have the character narrate the lesson, point out critical features in on-screen graphics, or visually demonstrate concepts to the learner. Pre-training principle: Deeper learning occurs when lessons present key concepts or vocabulary prior to presenting the processes or procedures related to those concepts. According to Mayer, Mathias, and Wetzel, "Before presenting a multimedia explanation, make sure learners visually recognize each major component, can name each component, and can describe the major state changes of each component. In short, make sure learners build component models before presenting a cause-and-effect explanation of how a system works." However, others have noted that including pre-training content appears to be more important for low prior knowledge learners than for high prior knowledge learners. Redundancy principle: Deeper learning occurs when lesson graphics are explained by audio narration alone rather than audio narration and on-screen text. This effect is stronger when the lesson is fast-paced and the words are familiar to the learners. Exceptions to this principle include: screens with no visuals, learners who are not native speakers of the course language, and placement of only a few key words on the screen (i.e., labeling critical elements of the graphic image). Expertise effect: Instructional methods, such as those described above, that are helpful to domain novices or low prior knowledge learners may have no effect or may even depress learning in high prior knowledge learners.