GROUP+WORK+-+Mod+3+Signaling+Discussion


 * Step 1: ** On the Web, find two multimedia pieces that violate your assigned extraneous cognitive processing principle. Provide specific examples and support them with references to your resources. Include a Web link to each site you selected. Each group member should find at least one example to share with the group. Your group can then work in one member’s wiki to discuss the examples and decide which two you think are best to present to the class. Then, as a group, select the two best examples to post in the Discussion.
 * Step 2: ** Post the two examples and Web links to the Discussion by **Week 6**, **Day 3**. Include a brief two-sentence explanation of how each violates Mayer’s principle.
 * Step 3: ** Individually, respond to the posts of at least two classmates from two different groups by **Week 6**, **Day 6**. (1/16/10)

Lisa's Examples:
Talent 2.0 & Outplacement 2.0, Defined, Explored, and Explained - [] This presentation contains many examples of signaling, but they seem to be random rather than helpful for reducing extraneous processing and focusing learners' attention (Mayer, 2009, p. 108). For example, on slide #5, the words Personal Career Management have the first letter of each word in green. Diagrams and graphics serve as decoration rather than information (see slide #12).

media type="custom" key="5133733"

Oprah Winfrey And The Secret - [] This slide show pairs short maxims with pretty pictures. At the end, there is one slide full of only text explaining what the book, The Secret, is about and telling a little about the author. The slideshow may be inspiring, especially to people who have read the book, but the maxims are not explained and the photos they accompany may or may not have anything to do with them. This may cause the photos to be extraneous information rather than helpful to cognition. No words or images are highlighted as especially important. media type="custom" key="5133723"  Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.

= Henry's examples of bad signaling: =

[] [] These are the two examples of bad signaling. It was not easy finding bad signaling because most of the web sites seem to understand what signaling means to the reader or learner.

= = =Kristen's Examples= ​ Here is the link that I found for signaling. I really like this chemistry lesson but it could use some work in terms supporting the learner. @http://lgfl.skoool.co.uk/content/keystage4/chemistry/pc/lessons/uk_ks4_structures_and_bonding/h-frame-ie.htm 1. I think the voice could be a little distracting for students. I did not feel like the narrator placed emphasis on specific terms. 2. I found it difficult to find a written outline for the lesson but it could be found at the bottom left-hand corner of the screen. I think that the font could have been bigger and the words should have been placed in a more noticeable area of the screen. 3. While the graphics were labeled, each screen was lacking headings. 4. I felt like the visual signaling in terms of distinctive colors and the flashing arrow that helped to move the learner through the tutorial were very good.

Lisa & Kristen The two choices made I totally agree are very good choices of poor signaling. Good Job Team-mates. Henry