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Educational theory for multimedia design (Associative Perspective…
Educational theory for multimedia design
Associative Perspective
associationism
low degree of processing
basic paired associations, discriminations, rote memorisation
An opportunity to memorise the steroid table
Associate pathology in psoriasis to basic structure of the skin
stimulus-response, contiguity of feedback/reinforcement
Embed questions throughout and provide answers and explanations
Repeat questions in different formats
connectionism
Encourage students to link learning to clinical experience
Provide linked material in close physical space on slides and temporally
behaviourism
? Difficult in a workbook situation
? reflection on behaviours or through further embedding questions in the work book
Cognitivist Perspective
constructivist principles
increased level of processing
classifications, rule or procedural executions
Divide psoriasis treatments into groups/classes
Clear explanation of pathology
schematic organisation, analogical reasoning, algorithmic problem solving
visual treatment ladder or schema for students to refer to
provide a basic schema/pathway for basic treatment of psoriasis
Situative Perspective
social
high levels of processing
heuristic problem solving, personal selection and monitoring of cognitive strategies
suggest 'treatment algorithms' and explain rational
provide examples of clinical scenarios to work through and provide model answers with explanations
section explaining pathology to provide a platform for learning
authentic learning activities, cognitive apprenticeships, social negotiation
prompt discussion with colleagues or personal reflection
embed pauses/ space for learners to imput their personal experience and patient preference
social-constructivist
encourage discussion amongst learners or with colleagues to build ideas