Terms+&+Definitions

=Chapter 3 - Applying the Multi-Media Principle: Using Words and Graphics Rather Than Words Alone=

Graphics || Graphics that illustrate change over time, through videos, time-lapse animations, or animated demonstrations. (PROCESS, PROCEDURE, PRINCIPLE) ||
 * Multimedia Presentation || A presentation that contains both words and graphics. ||
 * Graphics || Illustrations or any type of drawing, chart, photo, graph, or video that can enhance text. ||
 * Words || Printed or spoken text. ||
 * Decorative Graphics || Graphics used to decorate a page for aesthetic appeal or humor. ||
 * Representational Graphics || Graphics that illustrate the appearance of an object. (FACTS) ||
 * Transformational
 * Organizational Graphics || Graphics intended to demonstrates relationships between material through a chart or diagram, etc. (FACTS, CONCEPTS) ||
 * Interpretive Graphics || Graphics that make processes visible, such as diagrams to illustrate blood flow. (CONCEPTS, PROCESS, PRINCIPLE) ||
 * Screen Capture || A graphic that is a replica of a software screen. ||

=Chapter 4 - Applying the Contiguity Principle: Align Words to Corresponding Graphics=


 * Mouse-over / Rollover || A technique in which text appears over a corresponding portion of a graphic when the mouse touches it. ||
 * Narration || Spoken words. ||
 * Extraneous Load || The mental load that does not contribute to learning. (Having too much information in working memory) ||
 * Split Attention || An occasion when the learner must use limited working memory capacity to coordinate multiple sources of information. ||

=Chapter 8 - Applying the Personalization Principle: Using Conversational Style and Virtual Coaches=


 * On-Screen Agent || A character created that uses informal, conversational style to help relate material to the learner’s actual job. ||
 * Information Delivery View || The idea that a training program should deliver the information as efficiently as possible. The instructor’s job is to formally present the information, and the learner’s job is to acquire the information. ||
 * Direct Statement || A statement that directs the learner to perform a certain task. I.e – “Click the ENTER key.” ||
 * Polite Statement || A statement that uses tone and wording to politely involve the learner in on-screen decision-making. I.e – “You could use the quadratic formula to solve this equation.” ||
 * Pedagogical Agents || On-screen characters (animated or life-like) that help guide the learning process during an e-learning episode. ||
 * Visible Author || An author of e-learning that reveals information about himself and highlight personal perspectives. ||

=Chapter 9 - Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson Into Parts=


 * Extraneous Processing || Processing caused by poor instructional design. ||
 * Segmenting || Breaking a complex lesson into manageable segments that are presented one at a time. ||
 * Pretraining || Providing extra learning opportunities in names and characteristics of key concepts in a lesson. ||

=Chapter 10 - Leveraging Examples in E-Learning=


 * Worked Example || A step-by-step demonstration of how to perform a task or solve a problem in order to help learners build procedural skills. ||
 * Expertise Reversal Effect || A phenomenon in which a worked example adds no value because the learner has already gained sufficient expertise on the topic. ||
 * Fading || A process to accommodate growth by starting with full worked examples and progressing gradually into full problem assignments. ||
 * Self-Explanation Questions || A multiple choice interaction which requires the learner to review worked-out steps and identify the underlying principles or concepts behind them. ||
 * Examples with Explanations || An explanation of the underlying principles and rationale for steps of a problem the learner is responding to. An explanation of an example can be provided when the learner requests it or in response to an error. ||
 * Near Transfer || Applying learned information from training to similar situations in the work environment. ||
 * Far Transfer || Applying strategies learned in training to new and variable situations. ||
 * Encoding Specificity || The cues used in retrieving information after learning must be embedded at the time of learning. ||
 * Surface-Emphasizing Examples || Examples that use one main cover story. ||