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• Mayer and McLaren - Social Intelligence And Computer Tutors
  Bruce M. McLaren and Richard Mayer PIs: Richard Mayer, University of California, Santa Barbara, Bruce M. McLaren, Carnegie Mellon
  9 KB (1,397 words) - 22:28, 20 November 2009

Page text matches

• Booth
  ...& Chi, M.T.H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge
  13 KB (1,763 words) - 20:16, 15 December 2010
• Chemistry
  *[[Mayer and McLaren - Social Intelligence And Computer Tutors]]
  6 KB (951 words) - 18:41, 1 February 2010
• Computational Modeling and Data Mining
  *[[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors | McLaren and Mayer - Social Intelligence and Learning from "polite" tutors]]
  16 KB (2,217 words) - 15:25, 31 August 2011
• Contiguity
  In multimedia learning, the Contiguity Principle (Mayer, 2001) states that students learn more effectively when text and graphics a Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study
  2 KB (293 words) - 19:16, 3 March 2008
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  ...uring learning -- can support understanding of multimedia materials (e.g., Mayer, 2001); these benefits have been hypothesized to result from the easing of *Mayer, R. E. (2001). Multimedia Learning. Cambridge, Cambridge University Press.
  18 KB (2,358 words) - 15:27, 31 August 2011
• Coordinative Learning
  *[[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors | McLaren and Mayer - Social Intelligence and Learning from "polite" tutors]] * multiple data sources (e.g., human learning (HL): Mayer, 2001; machine learning (ML): Blum & Mitchell, 1998; Collins & Singer, 1999
  14 KB (1,830 words) - 15:35, 31 August 2011
• DiBiano Personally Relevant Algebra Problems
  ...mpared to when instruction is not personalized.” This is related to what Mayer (2011) refers to as the “Anchoring” principle. Clark, R. C. & Mayer, R. E. (2003). E-Learning and the Science of Instruction. Jossey-Bass/Pfeif
  20 KB (2,839 words) - 15:37, 31 August 2011
• E-Learning Design Principles and Methods 2016
  ...e Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer. ...Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology,
  19 KB (2,631 words) - 18:32, 26 July 2017
• E-Learning Design Principles and Methods 2017
  ...e Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer. ...Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology,
  19 KB (2,647 words) - 14:30, 24 August 2017
• E-Learning Principles
  Clark, R. C. and Mayer, R. E. (2003). e-Learning and the Science of Instruction. Jossey-Bass/Pfeif
  375 bytes (51 words) - 08:15, 14 March 2008
• Fostering fluency in second language learning
  ...and Turtle consisted of six pictures selected from wordless storybooks by Mayer, 1967, 1971)
  45 KB (6,505 words) - 08:52, 14 September 2012
• Instructional Principles and Hypotheses
  ...thod]] is better than some other baseline or control method. For example, Mayer's [[multimedia principle]] states that using diagrams in text (one instruct
  12 KB (1,655 words) - 12:47, 8 September 2011
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  ...M. & Chi, M.T.H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge P
  17 KB (2,431 words) - 19:56, 2 July 2009
• Less is More
  Mayer and Moreno (2003) offers suggestions on how to reduce cognitive overload in Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimed
  4 KB (594 words) - 19:37, 5 June 2009
• Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
  ...multiple representations. Existing theories of multimedia learning (e.g., Mayer, 2001; Schnotz, 2002) assume that successful learning is supported by cogni *Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
  13 KB (1,687 words) - 20:19, 15 December 2010
• Mayer and McLaren - Social Intelligence And Computer Tutors
  Bruce M. McLaren and Richard Mayer PIs: Richard Mayer, University of California, Santa Barbara, Bruce M. McLaren, Carnegie Mellon
  9 KB (1,397 words) - 22:28, 20 November 2009
• McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  ...pecially interested in and decided to experiment with two of the Clark and Mayer principles: The Clark and Mayer personalization principle proposes that informal speech or text (i.e., conv
  24 KB (3,509 words) - 20:20, 15 December 2010
• Metacognition
  ...self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define metacognition as the mind's operating system. * Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: proven guidelines
  4 KB (527 words) - 03:31, 9 December 2008
• Modality Principle
  ...g system should present words as speech rather than onscreen text (Clark & Mayer, 2003)
  229 bytes (29 words) - 08:13, 14 March 2008
• Note-Taking: Coordination
  ...ers perform better on tests addressing robust learning measures (Peper and Mayer, 1986), which should derive from such connective behavior. # Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal o
  8 KB (1,202 words) - 14:44, 21 April 2008

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