Week Four Journal
Laura Moll
Ashford University
Dr. Bruce A. Johnson
Introduction
There are several concepts that were discussed in this weeks readings. In Chapters ten, eleven and twelve there were several important take away concepts that were explained in detail. The ideas that were expressed in this weeks readings are discussed in detail below.
Segmenting and Pretraining
Segmenting and pre-training principles are important elements of instructional design. Segmenting is a relatively simple concept that can have a great rate of success when applied correctly and consistently. Overall, Clark & Mayer define segmenting as the process of breaking down a large concept to a group of smaller ones, to increase retention and interest in learning. (2011). Also, this concept stresses the idea that only elements that are crucial to the understanding and internalization of a skill should be introduced. Some examples of segmenting are used in online instruction where the instructor adds a continue button at the bottom of the page, so that the learner can internalize all material before moving on to the next skill (Clark & Mayer, 2011).
Also, while breaking down large concepts into smaller, more manageable segments is crucial for internalization and acquisition of necessary skills, pre-training exercises are just as critical. This concept is closely related with segmenting and is conducted before the implementation of a lesson to introduce important terms and processes that will be needed to properly acquire the knowledge distributed in the lesson (Clark & Mayer, 2011). Pretraining concepts help to provide a prelude to a lesson by familiarizing learners with new words and operations before the actual skill is taught.
Worked Examples
Worked examples are a great way to teach concepts clearly and thoroughly. Worked examples provide learners the opportunity to see a new skill in action, via a step by step procedure (Clark & Mayer, 2011). Worked examples can be used in classroom settings, business atmosphere or any situation where a learner is required to learn a new skill. These worked examples are presented by a person instead of a paper and pencil introduction, which helps to personalize and embellish concepts for learning. Clark & Mayer define several principles to consider when creating a worked example including gradually moving from a worked example to a solved problem, encouraging self explanation and reflection, including vivid descriptions, using multimedia to enhance instruction and help to transfer knowledge from one skill to the next (Clark & Mayer, 2011). The authors further describe how to transfer the knowledge that was retained from worked examples by using varied context and requiring active comparison from problem to problem (Clark & Mayer, 2011). The implementation of these concepts are a great way to introduce segmented lesson by giving concrete, step by step directions to completing a task or solving a specific problem.
Practice
Practice is a critical element in learning and acquiring new skills. E-learning activities should be designed to reiterate the interaction that would be displayed between learners and instructors in a traditional classroom. Simulations where the teacher prompts a learner to answer a question, followed by a response to the answer that was given help to create that interactive feeling and also provide ample opportunity for practicing newly acquired skills. Some principles correlated with the implementation of practice activities include several practice opportunities, replicate the job that you want completed, finding a venue to provide constructive feedback as needed and varying the practice activities to accommodate all learning environments. In addition to variance, creative questioning and constructive feedback, multimedia opportunities should be introduced for optimal learning opportunities (Clark & Mayer, 2011).
Conclusion
There are several take away concepts that are relevant and important to instructional design for JIT learning applications. Applying principles for segmenting, worked examples pretraining exercises and opportunities to practice what students have learned help to create a connection between new and linked experiences. These skills are interrelated and should be integrated as a series of steps in a learning atmosphere and included in most lesson plans for optimal learning opportunities.
References
Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San
Francisco. Pfeiffer
