Philosophy: E-Learning

Lawrence Pierce

Abstract

Information access and learning are essential activities in a society, and technology is an essential force; the challenge is to foster meaningful interaction, sharing and learning within a society, using technology. This involves visual and aural design elements, which must be woven with precision into the fabric of the content. The focus here is on multimedia learning principles applied to the Web, graphic design, virtual worlds and e-learning, in a context of content guided by the most applicable learning theories.

Introduction

As human knowlege and societal complexity increases, our understanding of the world is no longer acquired in a single definitive way. In the media, peer to peer sharing rivals traditional media outlets. In education, the multitude of learning theories challenges every educator to develop an approach that is relevant, effective and efficient. Many educators favor an eclectic approach, using the strongest ideas from each theory, combined with experience, to synthesize a set of guiding principles. One such body of work favored in my approach is the work of Lev Vygotsky. His concept of the zone of proximal development (ZPD) and the related concept of scaffolding dovetail well with my approach to education and e-learning design.

Technology has become the most significant force in our modern world. It is no longer possible to maintain large populations without the means of technology. This is a new paradigm and we have not come to terms with the full implications of this new way of life. From our acquisition of information about the world to our daily lives and personal privacy, technology is woven into every aspect of what we do. This force even impacts less technological societies as it shapes the rest of the world. For example, we are using computers and satellites to monitor and analyze climate change, which will impact societies with or without access to similar technology.

Together, learning and technology form a dynamic bond that will shape our future. And, it is no longer constructive to imagine that future without visual and aural components mediated through computer technology.

Multimedia Learning Principles

For the creation of e-learning materials, I draw from a background in art, art direction, graphic design and education. My principles of multimedia design in the implementation of e-learning are principally drawn from the work of Ruth Colvin Clark and Richard E. Mayer.

To summarize this approach, there are neurological and cognitive reasons for making certain design decisions in e-learning and multimedia learning projects. This elevates the use of visuals from decorations to learning affordances. The interrelationships between text, graphics and audio are critical to effective learning, and the principles of Clark and Mayer address these issues, backed by extensive research. The successful application of these principles in the areas of computer-based training and website-based learning are well documented.

Virtual environments also provide new opportunities and challenges in the application of multimedia learning principles. The avatar can function as a learning agent, as well as mediate the learning experience. The environment can be rich in affordances that mimic the real world, as well as functioning in atypical and creative ways.

E-learning design based on the multimedia learning principles of Clark and Mayer supports a blended approach to instructional design that functions well throughout the full range of modern media. Whether the epistemology is constructivism or objectivism, the principles of multimedia learning design developed by Clark and Mayer are driven by neuroscience and cognitive studies (Clark & Mayer, 2008). This allows for a broad application of these principles with the expectation of positive outcomes.

Finally, my experience has shown that people respond to good design with a positive attitude and increased expectations. However, affective responses are intrinsically difficult to measure (Morrison et al., 2007). Yet, because they are real to the person having the experience, the creation of compelling aesthetics will have an emotional value. In keeping with a holistic approach to good design, it remains important to design for emotional impact as well as function.

Conclusion

Immersive computer-based experiences are the medium of choice for interaction in an increasingly complex world. Situated-learning is especially strong within the communities of practice that can develop in virtual world environments using avatars as learning agents. At the same time cognitive learning activities are essential. For the foreseeable future, the Web will be the primary portal for many such learning activities. However, simply using technology is not enough. There must be an application of effective design principles leading to the desired outcomes.

References

Clark, R.C. & Mayer, R.E. (2008). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Morrison, G.R., Ross, S.M. & Kemp, J.E. (2007). Designing effective instruction. Hoboken, NJ: John Wiley & Sons.

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