1. Multimedia Learning Theory (Mayer, 2003)
   1. Topic
   2. Guiding Principles
      1. Multimedia principle
      2. Split-attention principle
      3. Redundancy principle
      4. Modality principle
      5. Segmenting principle
      6. Pre-training principle
      7. Coherence
      8. Signaling
   3. Same Instructional Design Methods across Different Media
      1. Two Formats presenting Instructional Message
         1. Words (spoken or printed text)
         2. Pictures (animation or illustrations)
      2. Single-Medium Presentation (Verbal-Only Method)
         1. Positive side
            1. Long history in eduction
            2. Clearly presenting the key information
         2. Negative side
            1. Inadequate conception of information delivery view
      3. Promise of Multimedia Learning
         1. Definition
            1. To foster deeper learning in students by combining pictures with words
         2. Deep Learning
            1. Learning that leads to problem-solving transfer
         3. Research Questions to Fulfill RML
            1. Do students learn more deeply from multimedia messages than from verbal-only ones?
            2. Under what conditions does it help to add pictures to words?
            3. How does multimedia learning work?
            4. Can students engage in active learning when they learn from media that do not allow for much hands-on activity such as multimedia messages?
            5. What is the role of technology in promoting learning?
            6. Do methods work the same way across various media (e.g., book-based or computer-based environments)?
      4. A Multimedia Instructional Message
         1. The presentation contains words and pictures
         2. The presentation is designed to foster meaningful learning
         3. Broadly, modalities such as smell or touch; formats such as music or non-speech sound
      5. How Multimedia Learning Work
         1. Selecting
            1. Three Assumptions of Cognitive Theory of Multimedia Learning
            2. Dual Channel Assumption
            3. Limited Capacity Assumption
            4. Active Learning Assumption
            5. To select relevant aspects of the sounds, images and incoming images for further processing
         2. Organizing
            1. To build a coherent mental representation of the verbal material and a coherent mental representation of the visual material
         3. Integrating
            1. To build connections between the verbal and pictorial models and with prior knowledge
         4. Occurring in an iterative fashion instead of in a rigid linear order
      6. Four Instructional Design Methods Across Media
         1. Multimedia Effect
            1. Presenting words and pictures rather than words alone
         2. Coherence Effect
            1. Excluding extraneous words and pictures
         3. Spatial Contiguity Effect
            1. Placing corresponding words and pictures near each other on the page or screen
         4. Personalization Effect
            1. Expressing the words in a conversational style
      7. Why do the instructional methods work across media?
         1. The Nature of Human Learning
            1. Two Channles
            2. Visual
            3. Verbal
      8. Basic Requirement in Multimedia Learning
         1. Learners be able to hold corresponding visual and verbal representations in working memory at the same time
2. Four-Component ID Model (4C-model) (van Merroenboer, Clark & Croock, 2002)
   1. Learning tasks
      1. - concrete, authentic whole-task experiences
      2. - organized in simple-to-complex task classes, i.e., categories of equivalent learning tasks
      3. - learning tasks within the same task class start with high build-in learner support
      4. - learning tasks within the same task class show high variability
   2. Supportive information
      1. - supportive to the learning and performance of non-recurrent aspects of learning tasks
      2. - consists of mental models, cognitive strategies and cognitive feedback
      3. - is specified per task class
      4. - is always available to the learners
   3. Just-in-time (JIT) information
      1. - prerequisite to the learning and performance of recurrent aspects of learning tasks or practice items
      2. - consists of information displays, demonstrations and instances and corrective feedback
      3. - is specified per recurrent constituent skills
      4. - presented when needed and quickly fades away as learners acquire expertise
   4. Part-task practice
      1. - provides additional practice for selected recurrent constituent skill in order to reach required level of automaticity
      2. - organized in part-task practice sessions, which are best intermixed with learning tasks
      3. - snowballing and REP-sequences might be applied for complex rule sets
      4. - practice items are divergent for all situations that underlying rules can deal with
   5. Topic
3. Learning by Doing/Case-based Reasoning (Schank, Berman & MacPhersoon, 1999)
   1. - learning "by doing" rather than "by being told"
   2. - learning to do, not just to know
   3. - learning in the context of a relevant, meaningful, interesting and authentic task
   4. Topic
      1. Other Models of Learning by Doing
         1. Kolb's Learning Cycle
            1. Topic
         2. Dufour's 'Learning by Doing'
            1. Topic
4. Resource-based Learning (Churchill, 2006; Oliver & Herrington , 2001; Hill & Hannafin, 2001)
   1. Topic
5. Problem Based Learning: An instructional model and its constructivist framework
   1. Goal
      1. To provide a clear link between the theoretical principles of constructivism, the practice of instructional design
   2. Basic Characterization of Constructivism
      1. Understanding is in our interactions with the environment
      2. Cognitive conflict or puzzlement is the stimulus for learning and determines the organization and nature of what is learned
      3. Knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings
   3. Instructional Principles
      1. Anchor all learning activities to a larger task or problem
      2. Support the learner in developing ownership for the overall problem or task
      3. Design an authentic task
      4. Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning
      5. Give the learner ownership of the process used to develop a solution
      6. Design the learning environment to support and challenge the learner's thinking
      7. Encourage testing ideas against alternative views and alternative contexts
      8. Provide opportunity for and support reflection on both the content learned and the learning process
   4. Problem-Based Learning
      1. Critical Features of the Process
         1. Learning Goals
            1. To stimulate, engage the learners
         2. Problem Generation
            1. The problems must raise the concepts and principles relevant to the content domain.
            2. The problems must be "real".
         3. Problem Presentation
            1. Students must own the problem in order to engage in authentic problem solving
            2. Be certain that the data presented does not highlight critical factors in the case
         4. Facilitator Role
            1. Avoid expressing an opinion or giving information to the students
            2. Challenge the learner's thinking
6. Jonassen's Constructivist Learning Environment
   1. Problem types
      1. - Logical Problems
      2. - Algorithms
      3. - Story Problems
      4. - Rule-Using Problems
      5. - Decision-Making Problems
      6. - Troubleshooting Problems
      7. - Strategic Performance
      8. - Situated Case-Policy Problems
      9. - Design Problems
      10. - Dilemmas
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