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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning Hardcover – August 9, 2011

ISBN-13: 978-0787986834 ISBN-10: 0787986836 Edition: 2nd

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Editorial Reviews

Review

“Their first edition was a landmark work. This new edition is even better. Too many guidelines for instructional design are based on opinion or an attempt to be consistent with some philosophical position. It is most refreshing when one of the world's most respected learning researchers teams with the premier translator of scientific findings to produce a set of e-learning guidelines based on empirical research findings. Both novice and experienced instructional designers will observe more effective and efficient learning from their instructional products if they implement the guidelines in this book.”--M. David Merrill, visiting professor, Florida State University

 

“As a scholar-practitioner, e-Learning and the Science of Instruction has been an invaluable resource. Clark and Mayer have a knack for placing theory into applicable and practical examples of instructionally sound e-learning. In the last 4 years, I have used this book as a reference for several e-learning courses and as a manager of several instructional designers. Quite frankly, our field needs more evidenced-based examples of instructionally sound e-learning and less of the ‘wow’ factor!”--Gina Ann Richter, president, GO-Learning Inc.

 

“This book is required reading in my graduate-level Instructional Media Design course. As an instructor, I appreciate the sound empirical basis for the book’s e-learning guidelines. The students, on the other hand, are grateful for the clear, concise language used to describe the guidelines, which makes their application straightforward.”--Robert K. Atkinson, psychology in education, Arizona State University

 

From the Inside Flap

In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer—internationally-recognized experts in the field of e-learning, offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for learners in corporate, government, and academic settings. In addition to updating research in all chapters, two new chapters and a CD with multimedia examples are included.

Based on scientific theory of how people learn and the results from over twenty-five years of research on multimedia learning, this new edition includes guidelines on a range of e-learning issues including the best use of text, visuals, and audio; the optimal amount and type of practice interactions; the best use of communication tools such as chat and discussion boards for collaborative learning; lesson design techniques to build problem-solving skills; what we have learned about the use of games and simulations; and how to best use virtual coaches to improve learning.

This new edition is a comprehensive resource that contains vital information for anyone serious about getting multimedia learning right. It provides design principles to increase learning while debunking many popular theories about good design and includes:

  • The most current research information available

  • New examples of working multimedia that illustrate the book's research guidelines

  • Updated examples of multimedia screen captures

  • Application of guidelines for synchronous e-learning

  • New guidelines on segmenting and sequencing topics to manage complex content

  • A new chapter on games and simulations

Each chapter includes examples drawn from Internet and from CD-ROM courseware and checklists of what to look for in e-learning courses you are reviewing or designing.

Written for e-learning consumers and designers, both novice and seasoned alike, this essential resource shows how to apply a range of research-based multimedia learning principles to the selection and design of effective e-learning courseware.

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Product Details

  • Hardcover: 496 pages
  • Publisher: Pfeiffer; 2 edition (August 9, 2011)
  • Language: English
  • ISBN-10: 0787986836
  • ISBN-13: 978-0787986834
  • Product Dimensions: 7.4 x 1.2 x 9.5 inches
  • Shipping Weight: 2.2 pounds (View shipping rates and policies)
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (17 customer reviews)
  • Amazon Best Sellers Rank: #367,790 in Books (See Top 100 in Books)

Customer Reviews

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Most Helpful Customer Reviews

12 of 13 people found the following review helpful By Linda M. Payne on January 22, 2012
Format: Kindle Edition Verified Purchase
I have just downloaded the e-textbook and started reading it. Unfortunately, the first few pages state there is an accompanying CD with the print version, featuring supplemental material for the book. Is Amazon making any allowances for this CD? It would be nice if they would issue some sort of key to the publisher's website so that buyers of the kindle format could still use the same materials as the print version. Then the publisher could have the same material available for buyers of the kindle version. Unfortunately, it isn't at the publisher's webpage in any format.
Also, this e-book is the 2nd printing of the print version. This book is now out in the 3rd edition (as seen from the [...] website). What's going on? Will this ebook be upgraded (sad for me as I just bought the e-book)? Please look into this matter.
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7 of 7 people found the following review helpful By J. Craine on March 28, 2008
Format: Hardcover
I operate an educational multimedia publishing group serving the public healthcare sector. I found this book to be eminently approachable and extremely well organized. I was able to read through it over a weekend. One can get to the key concepts (the HOW) of each chapter without being forced to muddle through the supporting theory. That being said, all major concepts are well supported by research and cognitive theory for those who wish to understand the WHY. It is important to note that the authors' focus is mostly on the corporate training world and adult learners needing to develop fundamental skills. Not until chapter 14 do they discuss approaches to more advanced learners. Overall, I highly recommend this book. It should be on the shelf of everyone who is creating e-learning for adult learners.
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5 of 5 people found the following review helpful By Amazon Customer on March 15, 2009
Format: Hardcover Verified Purchase
This book is excellent: a compendium of course design knowledge with lots of illustrations/examples. It does warn in the first chapter--and worth repeating--that the audience for the book is corporate trainers, not educators.

One of the reasons I ordered the book, however, was the hope of using a text-to-voice editor to "read" the CD to me (I wanted the text of the book on the CD) - an expedient way to get through the book quickly. However, I was disappointed that the CD is actually useless. It has a three-page "E-learning checklist" based on the book, but the rest of the items on the CD are just contact info for the publisher, links to organizations like ASTD, bio's for the authors, and a help menu on how to use the CD (If you were having trouble using the CD, how could you get to this menu item???).

The CD was quite disappointing considering the book is all about using technology to help people learn efficiently through media. However, don't let that stop you from purchasing the book. It is a great resource!
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3 of 3 people found the following review helpful By Paul on June 20, 2008
Format: Hardcover
This book should be required reading for anyone undertaking a training initiative or considering e-learning. The field today is filled with "rapid development" tools that provide quick translation of slide shows, and "rich media" courses. All of these tools are designed to be easy to use and rely on generic, uninspired templates.

There is much more to designing e-Learning than simply getting your content into an electronic format and making it available online. This book explains it all, and is considered a bible by everyone I've worked with in the field.
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3 of 3 people found the following review helpful By E. DeBray on June 22, 2010
Format: Hardcover
As a graduate student that is learning about multimedia production, I have read many a boring book on distance and online education. This book was the easiest to read and follow of any I have read. Not only that, readers can trust the information given as well performed, reliable, and valid studies are used to back up these guidelines. Both authors are well published. As someone who wants to have reilable information from those who know, this is the book I would recommend to anyone who wants to know the best way to help students learn online.
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3 of 3 people found the following review helpful By H. Wientjes on June 26, 2008
Format: Hardcover
Loads of best practises that is based on solid research. Quite a few eye openers as well. There are already enough of the quick do and don'ts books, this book finally gives me solid base I was looking for. And I totally disagree with others that the book is boring. I really enjoy reading it. It is not hard to read even for foreigners (like me).
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1 of 1 people found the following review helpful By Mark Fazioli on November 19, 2009
Format: Hardcover
Ruth Colvin Clark and Richard Mayer collaborate on a super resource for anyone involved in creating, managing or distributing e-learning. Relevant information from cover to cover, this book is a must have for instructional designers who need to create interesting, engaging instruction for the online environment. Both authors are very knowledgeable about the area, and are authentic authorities on the subject.
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1 of 1 people found the following review helpful By Steve Shoemaker on July 20, 2012
Format: Kindle Edition Verified Purchase
The information presented in this book is excellent and a must read for all instructional designers. Unfortunately the graphics are small and hard to read. Ironically the placement of the graphics on the Kindle violates one of the key learning principles presented in the book - the contiguity principle. I found myself flipping pages between the graphics and the text that described them making it difficult to assimilate the information.

The book also refers to a CD that comes with the book. The authors point out that there are many examples of good and poor instructional design on the CD but the CD does not come with the Kindle version of the book. I have not seen any provision for obtaining the CD or downloading the content from an Internet site.

Again great content and, despite the problems related to graphics and the CD, I would still recommend the book.
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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
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