![]() This is shown multiple times in the tutorial. First, page 93 of the text explains that text describing an action should be placed near the corresponding part of the graphic, and should include a pointing line connecting the text and the graphic (Clark & Mayer, 2016). This tutorial relates to the multimedia principle for two reasons. Those who work through the steps of the tutorial will learn how to seamlessly share documents with an entire class as well as with individual students. This tutorial is intended for educators in both the K-12 setting and those who work in higher education. It holds their assigned readings, assignment packets, vocabulary logs, graphic organizers, etc. Microsoft OneNote acts as my students’ digital binder. ![]() To assess my understanding of the multimedia and contiguity principles, I created a static media tutorial explaining the process of distributing documents in Microsoft OneNote.Īs a virtual teacher, it is in my best interest to consolidate documents for my students in a way that is easy for them to find, organize, and complete. ![]() According to chapter five, version one “involves the need to coordinate printed words and graphics” and version two “deals with the need to coordinate spoken words and graphics” (Clark & Mayer, 2016).ĭuring this week’s readings, two main ideas resonated with me – a combination of words and relevant graphics improves learning, and graphics and their corresponding printed or spoken words should be presented together. The contiguity principle builds upon the multimedia principle, and has two versions. Chapter four of the text defines the multimedia principle as the idea that “people learn better from words and pictures than from pictures alone” (Clark & Mayer, 2016). Chapters four and five of Clark and Mayer’s E-Learning and the Science of Instruction: Proven guidelines for Consumers and Designers of Multimedia Learning introduce two important concepts related to e-learning – the multimedia principle and the contiguity principle.
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