Games and Simulations Principle #1: Match Game Types to Learning Goals

What is it?

The basics of the first game and simulations principle is that to be effective the goals, games, feedback, and interfaces of simulations and games must align with the desired instructional outcomes. Card games, jeopardy-style games, action games, and adventure games can all be digital in form but we must make sure that the learning goals of the class are equal to the games we play with the learners. 

Examples:

In the image below, use of the first games and simulations principle. This type of molecular workbench is an online project used to teach students. The game is very much in-line with the learning goals of the class. 

References:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Thinking Skills Principle #3: Make Thinking Processes Explicit

What is it?

The basics of the third thinking skills principle is that whether you fully adopt a part-task, a whole-task, or a combination of the two it is important to remember that to use instructional methods that make the thinking processes explicit. This type of problem solving training must include both the cognitive and the thinking skills portion of the job. As of today most job training's concentrate on knowledge of the job, such as facts, concepts, and procedures. To make the process explicit we must have the emphasis on cognitive skills. 

Example:

In the image below is an example of the third thinking skills principle. In this image you can see that the author wants to an emphasis on the cognitive skills of the learners. 

References: 

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Learner Control Principle #3: Consider Adaptive Control

What is it?

The basics of the third learner control principle is the ability to dynamically tailor instruction to the changing needs of learners as they are learning. In this "adaptive control" the program will dynamically adjust the lesson difficulty and help support based off of the program's evaluation of the learner's responses. The controversy is the difference between dynamic adaptive control and program control. 

Example:

In the image below you can see an example of the third learner control principle. You can see that the lessons can be adjusted due to different types of behaviors and many other things. 

References:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Learner Control Principle #1: Give Experienced Learners Control

What is it?

The basics on the first learner control principle is that we as teachers have seen students that prefer full control over their instructional options. But often these students do not make good judgement about their instructional needs. The only way we can give learners more control of their learning experience is if the learners have prior knowledge of the content and skills or if the learners have exceptional meta cognitive skills.

Example:

In the image below you can see a great example of the first learner control principle. The lesson was developed for a students who had great meta cognitive skills and was able to use the lesson on her own. 

References:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Practice Principle #3: Providing Effective Feedback

What is it?

The basics of the third practice principle of providing effective feedback is that despite the known benefits and extensive use of feedback, many of the research experiments on feedback reveal both positive and negative effects and few consistent patterns. Some factors which influenced the effectiveness of feedback included the learning objectives and associated tasks or features of the learners. 

Examples:

In the image below you can see an example of effective feedback. This image shows how feedback can make a work environment better. 

Reference:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Practice Principle #2 Mirror the Job

What is it?

The basics of the second practice principle of mirroring the job is that skill building requires practice on the component skills that make up the infrastructure of a specific work domain. Questions that ask the learner to merely recognize or recall information presented in the training will not promote learning that transfers to the job. You should avoid interactions that require simple regurgitation of information provided in the training program. 

Example:

In the image below you can see an example of the second practice principle. You can see how these questions will transfer over to the job field.

References:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Worked Example Principle 4: Support Learning Transfer

What is it?

The of the fourth worked example principle is effectively and continuing applying the knowledge, skills, and attitudes that were learned in a learning environment of the job environment. Transfer of learning can be described as a phenomenon of learning more quickly and developing a deeper understanding of the task if we bring some knowledge or skills from previous learning to a new situation.

Examples:

In the image below you can assume that the construction worker is bringing past work experience into his new job. This is a great example of the fourth worked example principle of transfer of learning. 

References:

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.