Simulations and Games

If used appropriately, simulations or games can enhance learning.  When designing simulations or games, it is crucial that the “goals, rules, activities, feedback, and consequences are aligned to desired learning outcomes” (Clark & Mayer, 2011, Ch. 16, para. 59).  In my lesson, I taught how to make shrimp fettuccine.  An operational simulation could be beneficial since “operational simulations are designed primarily to teach procedural skills” (Clark & Mayer, 2011, Ch. 16, para. 10).  Near the end of my lesson, rather than the learner just being exposed to knowledge-level questions, the learner can do a simple cooking simulation.  The learner can experience cooking shrimp fettuccine virtually, which will test the learner’s knowledge of the lesson and promote far-transfer knowledge.  Explanatory feedback will be seen throughout the simulation.  If you follow the multimedia principles and research-based guidelines, games and simulations can enhance learning. 

Reference:

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.

Applying Research-Based Guidelines to E-Learning

Learning can be enhanced when research-based guidelines are applied to lessons.  Following these guidelines will optimize student achievement and deduce cognitive overload.  The “guidelines you will apply will depend on the goal of your training” (Clark & Mayer, 2011, Ch. 17, para. 8).  Although there are dozens of guidelines that are useful in e-learning, I am briefly doing to describe some of the research-based guidelines that I effectively used in my lesson.  I used relevant and simple text and graphics to convey my lesson material.  I did not include extraneous text or graphics.  I integrated text appropriately with graphics.  The lesson material was segmented in a way that the learner can learn the process one step at a time without becoming overwhelmed.  I pretrained the learner with safety tips and required ingredients so that the learner will be safe and prepared during the lesson.  Conversational speech was used during the lesson.  I used practice questions followed by explanatory feedback to test the learner’s knowledge of the lesson.  The learner had control over the lesson as he/she can move forward and backward as needed.  Having applied these guidelines, the learner will be motivated to learn and will more easily be able to absorb the new material without becoming frustrated. 

Reference:

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.

E-Learning Principles

For my E-Learning course, I had to create a storyboard for a lesson.  For my lesson, I chose to teach how to make shrimp fettuccine.  (My previous post shows the steps for the process of making shrimp fettuccine.)  In my lesson, I had to incorporate some e-learning principles to ensure student success.  As with learning any new skills, the segmentation principle was needed so that students can learn the material step by step and not become frustrated or overwhelmed.  Deeper processing will occur this way.  The pretraining principle is necessary since some students will need particular background knowledge or key concepts explained before they can begin learning the new material.   “The pretraining principle is relevant in situations when trying to process the essential material in the lesson would overwhelm the learner’s cognitive system (Clark & Mayer, 2011, Ch. 10, para. 14). Pretraining promotes critical thinking skills in that it helps “beginners to manage their processing of complex material by reducing the amount of essential processing they do at the time of the presentation” (Clark & Mayer, 2011, Ch. 10, para. 14).  My lesson followed the multimedia principle by including graphics and text or graphics with audio.  More critical thinking and processing will occur through graphics with text or audio rather than text alone.  In accordance to the contiguity principle, my lesson had relevant text next to the graphics.  Having integrated text will reduce the chance of “extraneous processing—cognitive processing that is unrelated to the instruction goal” (Clark & Mayer, 2011, Ch. 5, para. 22) which will open the mind up for deeper processing and higher level thinking.   The personalization principle is necessary so that the learner will put forth more effort to learn the presented material.  By incorporating these e-learning principles, students will have a better chance of success since they will not be overloaded with irrelevant information.

 Reference:

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.

Making Shrimp Fettuccine

Making shrimp fettuccine is quick and easy to do if you follow these simple steps. 

1. First, gather your ingredients:  approx. 12-14 oz dry pasta, a bag of frozen shrimp, Classico alfredo sauce, and optional seasonings (hot sauce, season-all, Mrs. Dash).
2. Boil water and cook your chosen pasta according to the package instructions.
3. In about a 10-in frying pan, pour a jar of Classico creamy alfredo sauce.  You can add a few of your favorite seasonings.  I like using hot sauce, season-all, and Mrs. Dash.  Heat the sauce until it simmers.
4. Next, add a bag of frozen shrimp to the sauce, making sure to cook it according to the package instructions.  When this is done, turn off the sauce.
5. Finally, add your drained, cooked pasta to the sauce, mixing them together. This recipe makes about 4 servings.

Comment below if you have any questions or would like to share your experience with me.