Jessica+Lamb

media type="custom" key="9010020" //**Segmenting principle**//: People learn better when a multimedia lesson is presented in learner-paced segments rather than as a continuous unit. || Example in PowerPoints || //**Coherence principle**//: People learn better when extraneous words, pictures, and sounds are excluded rather than included. ||  || //**Personalization principle**//: People learn better when the words are in conversational style rather than formal style. ||  || Create 3 DISTINCT PowerPoints following Mayer's Principles of 10- to 12 slides each to Define a Core Content topic.
 * PowerPoints that TEACH! ||  ||
 * ===Principles for managing essential processing===
 * //**Pre-training principle**//: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. ||  ||
 * //**Modality principle**//: People learn better from animation and narration than from animation and on-screen text. ||  ||
 * ===Principles for reducing extraneous processing===
 * //**Redundancy principle**//: People learn better from animation and narration than from animation, narration, and on on-screen text. ||  ||
 * //**Signaling principle**//: People learn better when the words include cues about the organization of the presentation. ||  ||
 * //**Spatial contiguity principle**//: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. ||  ||
 * //**Temporal contiguity principle**//: People learn better when corresponding words and pictures are presented simultaneously rather than successively. ||  ||
 * ===Principles based on social cues===
 * //**Voice principle**//: People learn better when words are spoken in a standard-accented human voice than in a machine voice or foreign-accented human voice ||  ||
 * **//Image principle//**: People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen ||  ||

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