The Creation of an E-learning Storyboard

Part 2 - Evaluating applied research-based guidelines to use to the e-Learning storyboard and how they enhance learning

Learner Control - the "Using Maps" e-learning activity is semi-learner controlled.  There is an obvious (numbered) order to the lesson and navigation of the pages was created in order to allow the user SOME control over the lesson, however because the user is fairly novice (the audience being 4th graders) the limited control in the design ensures that the students will learn the proper processes in the correct order to be able to use the information correctly without the additional stress and extra cognitive efforts of making the decisions about what to do next.  The degree of learner control DOES allow and encourage the user to go at a pace that is comfortable to him or her ensuring comprehension of the material.

Adherence to the coherence principle - avoiding unnecessary graphics, stories, background music, or overly detailed text.  I made a distinct effort to keep the look of the storyboard and the activity as "clean" as possible.  The only, text, graphics, and sound (maybe with the exception of the "ding" or "whoops" with the feedback) directly relate to the learning objective.

Practices - The practices employed in the "Using Maps" e-Learning activity adhere to some key principles Clark and Mayer discuss.  The practices "mirror the job," and though the pedagogy behind this principle is written for the work place, it is applied to the "classroom" tasks the student would be asked of.  Different types of practices are employed throughout including some recall, but mostly the application of acquired knowledge as well as faded examples (principle 6 - gradual transition from example to practice)

Feedback - The use of explanatory feedback is woven throughout all of the practices.  It is important for the learner recognize that they understand, or don't understand, content but WHY.  I defied Clark and Mayer in the structure of my feedback.  While they claim that the "good jobs" and ego stroking involved depresses learning.  My experience is that a learner who feels appreciated for their efforts is more willing to go the extra mile, so the ego-based feedback provided in the "Using Maps" storyboard is paired with an explanatory element so the user will know WHY he or she got the question right (just in case it was a lucky guess) or WHY he or she got the question incorrect.

Using Maps - Storyboard