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Este mapa conceptual tiene información relacionada a: e-learning theory, Cognitionists believe that providing redundant material (both in text on a computer screen and auditory via a narration) will overload the limits of working memory. This especially true when using multimedia presentations containing animations because the learners do not control the speed of the presentation... they will be forced to split their attention between the redundant text on the screen and components of the animation that are not redundant. From theory into practice Explaining graphics with audio and redundant text on screen can impair / interfere with learning., Cognitionists believe that learning occurrs when new information is selected, processed, and encoded into the long term memory. The Dual Coding Theory (Paivio, 1986) maintains that texts and graphics are coded differently in the brain, (verbal and visual coding) which allows the working memory to hold more information... See Richard E. Mayer's adaption of the Dual Coding Theory. From theory into practice Adding graphics to words can improve learning, Coherence Principle is needed for Optimal e-learning, Placing text near graphics improves learning. Supporting Research Contiguity Principle, Explaining graphics with audio and redundant text on screen can impair / interfere with learning. Supporting Research Redundancy Principle, Constructive cognitionists believe that learning begins with the engagement of the learner. The use of conversational language as a means of engagement has been found to elicit an unconscious social phenomenon that appears to lead to deeper learning. From theory into practice Using conversational speech and pedagogical tools may increase learning., R.E. Mayer & S.F. Harp (1998) maintain that adding seductive, but irrelevant material, impairs learning. Such irrelevant material may distract learners from important aspects of the lesson; typically does not fit into a coherent mental organizational frame; and may cause students to form connections with irrelevant prior knowledge. From theory into practice Using seductive visuals, text and sounds may impair / interfere with learning., Cognitionists believe that learning occurs when the working memory is not overloaded. The working memory is thought to hold 7 (+ , or - two) items at one time. The limitations of the working memory means that graphics and text related to the graphic should be placed close to one another, on the same screen. If text and graphics are not place together, students must use extra cognitive resources to integrate the items. When text & graphics are located contiguously, the integration of the material is complete and students can spend their cognitive resources on making referential connections between new info and previously learnt materials From theory into practice Placing text near graphics improves learning., Explaining graphics with audio improves learning. Supporting Research Modality Principle, Adding graphics to words can improve learning Supporting Research Multimedia Principle