RECOMMENDED BOOKS
*RESTRICTED ACCESS: You must be enrolled in the course in the current semester to access these chapter excerpts.
Theories
Video Styles
Required:
- Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015). Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discussion Paper Series No. 2015-02.
Optional:
- Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41–50). New York, NY, USA: ACM. http://doi.org/10.1145/2556325.2566239
Multimedia Learning
TCHOML Ch 1
- Mayer, R. E. (2014). Introduction to Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 1-24). New York: Cambridge University Press.
Classic Principles of Multimedia Learning
TCHOML Ch 7
- Butcher, K. R. (2014). The Multimedia Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 174-205). New York: Cambridge University Press.
TCHOML Ch 8
- Ayres, P., & Sweller, J. (2014). The The Split-Attention Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 206-226). New York: Cambridge University Press.
TCHOML Ch 9
- Low, R., & Sweller, J. (2014). The Modality Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 227-246). New York: Cambridge University Press.
TCHOML Ch 10
- Kalyuga, S., & Sweller, J. (2014). The Redundancy Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 247-262). New York: Cambridge University Press.
TCHOML Ch 11
- van Gog, T. (2014). The Signaling (or Cueing) Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 263-278). New York: Cambridge University Press.
TCHOML Ch 12
- Mayer, R. E., & Fiorella, L. (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 279-315). New York: Cambridge University Press.
TCHOML Ch 13
- Mayer, R. E., & Pilegard, C. (2014). Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 174-205). New York: Cambridge University Press.
TCHOML Ch 14
- Mayer, R. E. (2014). Principles Based on Social Cues in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 345-368). New York: Cambridge University Press.
Advanced Principles of Multimedia Learning
TCHOML Ch 15
- De Jong, T., & Lazonder, A. W. (2014). The Guided Discovery Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 371-390). New York: Cambridge University Press.
TCHOML Ch 16
- Renkl, A. (2014). The Worked Examples Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 391-412). New York: Cambridge University Press.
TCHOML Ch 17
- Wylie, R., & Chi, M. T. H. (2014). The Self-Explanation Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 413-432). New York: Cambridge University Press.
TCHOML Ch 18
- Leutner, D., & Schmeck, A. (2014). The Generative Drawing Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 433-448). New York: Cambridge University Press.
TCHOML Ch 19
- Johnson, C.I., & Priest, H. A. (2014). The Feedback Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 449-463). New York: Cambridge University Press.
TCHOML Ch 20
- Ainsworth, S. (2014). The Multiple Representation Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 464-486). New York: Cambridge University Press.
TCHOML Ch 21
- Scheiter, K. (2014). The Learner Control Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 487-512). New York: Cambridge University Press.
TCHOML Ch 22
- Lowe, R. K., & Schnotz, W. (2014). The Animation Principles in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 513-546). New York: Cambridge University Press.
TCHOML Ch 23
- Kischner, P.A., & Kischner, F., & Janssen, J. (2014). The Collaboration Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 547-575). New York: Cambridge University Press.
TCHOML Ch 24
- Kalyuga, S. (2014). The Expertise Reversal Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 576-597). New York: Cambridge University Press.
TCHOML Ch 25
- Wiley, J., Sanchez, C. A., & Jaeger, A. (2014). The Individual Differences in Working Memory Capacity Principle in Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 598-619). New York: Cambridge University Press.
Sensory Convergence
- Marois, R., & Ivanoff, J. (2005). Capacity Limits of Information Processing in the Brain. Trends in Cognitive Sciences, 9(6), 296–305. http://doi.org/10.1016/j.tics.2005.04.010
Copyright & Fair Use
- Memorandum on Copyright and Compliance (10 pages)
Technology Standards
- ISTE Standards for Teachers (2 pages)
- ISTE Standards for Students (2 pages)
- ISTE Standards for Coaches (2 pages)