7. Segmenting Principle
• Learners can easily use Smart board tools.
Individuals can learn more when multimedia
messages are presented in learner-paced style.
Smartboard has incorporated their techniques
with segmenting principles into there software.
• The Smartboard integration with solution do not
allow essential overload with learners with
Smartboard in the classroom. The learner can
watch the video by processing the step by step
development.
• The next page is an example of segmenting with
Smartboard.
9. Segmenting principle
• Math tools makes it possible for students to create step by step lesson activities
that encourage involvement.
10. Pretraining Principle
• Smartboard provides the pretraining of their product and it
allows the leaner to process the techniques easily.
• If we view the smartboard video, we can see “create and
explore” this allows the learner to get pretraining for the
product.
• Smartboard builds component models for the learners to
know names, components, and to overcome the overload
problems.
12. Signaling Principle
• Smart Tech shows signaling principle to
learners. If we take a look in “Evaluate and
Solve, 3:13” video you can see the signaling
principle.
• Signaling principle shows the learner what to
attend to.
19. References
• Wiki – Multiple Media Principles
• Smart Technology
• Mayer, Richard. The Cambridge Handbook of Multimedia
Learning
• Steffe, L. P., & Olive, J. (2002) Design and use of computer
tools for interactive Mathematical Activity (TIMA). Journal of
Educational Computing Research, Vol 27(1-2), 2002,pp. 55-
76.
19
Media and Technology:
SmartBoard
20. References
• Wiki – Multiple Media Principles
• Smart Technology
• Mayer, Richard. The Cambridge Handbook of
Multimedia Learning
• Steffe, L. P., & Olive, J. (2002) Design and use of
computer tools for interactive Mathematical
Activity (TIMA). Journal of Educational
Computing Research, Vol 27(1-2), 2002,pp. 55-76
• Wikipedia
Notes de l'éditeur
Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
It occurs when students better understand an explanation from a multimedia lesson containing less material that from a multimedia lesson containing more material.
Spatial Contiguity:
Students learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen.
Temporal Contiguity:
Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
Students learn better from animation and narration than from animation and on-screen text.
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