Getting to the Point!

Chapter 9: Applying the Personalization Principle

The chapter focuses on the needs of the learner.  The premise is that students potentially learn more effectively when there is a touch of personalization to the content.  It seems the formal style of delivery may lose some of the audience members.  This is where the personalization principle may assist to capture the audience’s attention.  The principle introduces the concept of a social conversational partner to assist in the teaching process.  There is concern that the “friendly on-screen” coach may distract the learner oppose to promote learning.  The small research samples indicate artificial human interaction may produce a desire to learn from the user-friendly interface.  There is an additional concern that the personalized tone may create a sense of lower seriousness for the learner.  It has been determined that humans understand (or try to) when they are involved in a face-to-face conversation which initiates the cognitive process (Clark & Mayer, 2012, p. 184).  The research, which recently started, shows learners perform better when instructed using some form of personalization.  The main concern is too much personalization or off-topic personalization may distract the learner.

       The importance of choice of voice is essential to maintain a human-like quality oppose to the machine sounding voice.  There are examples where a female voice induces heighten learning as shown by test results.  The voice should be polite and eager to assist the student.  Some research indicates learners being introduced to the content experience a deeper learning and retention when the voice is polite.  The research indicates choice of human-like coach or a cartoon avatar does not alter student performance.  It seems hearing the voice is the important issue for the student. 
      In regards to personalization, it is important for the presenter to be visible to the learners.  Visibility, in this case, refers to the voice of the author in the writing.  Formal and impersonal writing is often the theme of informational books, but the use of a visible author is important in order for the learner to relate to the content.  It is shown the visible author can be implemented for both synchronous and asynchronous learning (Clark & Mayer, 2012, p. 199).  The visible author also gives opportunities to create social prompts to the learner.  Research will continue to investigate the effectiveness of personalization.

Reference:

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer.

Reflection:

This reader was excited to read this chapter.  The top reasons follow.  First most, is the fact I teach in this manner.  Students who are considered “At-Risk” appreciate the effort to make sense of the content.  Personalization is “perfect” for all students – all teachers.  Unfortunately, some teachers are clueless on the technology to implement technological personalization.  Unfortunately, some teachers are too strict in their delivery to change.  Unfortunately, some teachers just do not want to change. 

      This chapter validates my teaching style by giving it a name – personalization.  As most people know I give my lessons life through videos, avatars and involvement on the part of the students.  How better can teaching get?  I am an educator!!!!!!!  Please watch the video as an example to teaching and cognitive workload.

Chapter 10: Applying the Segmenting and Pre-training Principles

This chapter focused on some teaching strategies that could be applied in both an asynchronous and synchronous environment.  The first strategy is segmenting, or breaking up a lesson into several pieces.  Segmenting is a tool that can be used to simplify the information without compromising the integrity of the information (Clark & Mayer, 2012, p. 209).  Instead of removing information that is vital to the topic, an instructor can use segmenting to piece the lesson together with smaller lessons.  Segmenting can be done in a classroom as well as online, and can be utilized by a simple “continue” button instead of a long page of information.

The other strategy that was introduced in this chapter was that of pre-training.  In this strategy, the instructor will introduce their class to many important vocabulary words and concepts before having them complete a lesson.  By using this strategy, the information is simplified and the student can build on their knowledge in the pre-training in order to comprehend the rest of the lesson.  Pre-training could also be useful in an orientation setting (Clark & Mayer, 2012, p. 213).

There is evidence that proves each of these theories, but more research needs to be conducted.  Some specific areas of research that the author mentioned would be the ideal size and/or length of the segments that are the most effective.  Other topics of future research interest should include whether there are topics in which a student learning all of the material at once is more beneficial than by using the pre-training strategy (Clark & Mayer, 2012, p. 219).

Reference:

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer.

Reflection:

Once again, I love this chapter.  It is awe-inspiring when the teaching style I have is authenticated.  I intentionally teach to the way I desire to learn – in bits and pieces.  Where the challenge comes in is how does one determine the size of segments?  I have argued with teachers many times about pre-teaching vocabulary.  Knowledge is power and it does not matter the amount of knowledge.  In giving knowledge (vocabulary) to a student prior to the lesson is the same as building confidence.  Is it that teachers would rather teach and go than take the extra time to gain success for the student?