Examples+of+Principles+that+DO+and+DO+NOT+Promote+Learning

Principles ||= Examples || Graphics can organize or summarize the material being presented. They can also show changes over time or illustrate things that cannot be realized or defined such as blood circulation. || The sequencing and layout of worked examples are very effective in hastening and improving learning ||
 * Promoting
 * = Select Graphics that Support Learning ||= Graphics should not be included to serve as elements of decoration or to represent only.
 * = Use Effective On-Screen Coaches to Promote Learning ||= "Pedagogical agents"/On-Screen Tutors guide the learning process. They enhance learners' engagement in the learning process. They use sound instructional techniques that promote learning. ||
 * = Make the Author Visible to Promote Learning ||= Visible authors create a friendly learning environment. They often share personal information with the learners, which makes them more comfortable in their relationship. This affects the learning process in a positive way. ||
 * = Worked Examples ||= The step-by-step demonstration of the learning tasks/assignments help learners build procedural and strategic skills.

 Principles ||  Examples ||
 *  Non-Promoting
 * =====Redundancy Principles - learning inefficiencies that result =====

when we provide learners with too much information.
|| It is better to describe a visual with audio alone, sometimes any words — whether text or audio — added to a visual are redundant. Usually a visual is self-explanatory. ||
 * Redundancy Principle- words alone || It is better to have words and graphics rather than just words alone. Words alone do not become active learners when this happens, they do not engage in cognitive processing. ||
 * Contiguity Principle- separation of visual from words. || Using a storyboard text is placed at the bottom of the page after the visual. This results in a physical separation of the text and graphics, making it hard for the learner to connect the visual to words. ||