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Reading 3 - Coggle Diagram
Reading 3
Pre-Training Principle
This principle was supported in 13 out of 16 experimental tests,
yielding a median effect size of 0.75.
Example
Pedrito have to read a class material way to short, and then he will watch a video with a more long and deeper explanation.
Concept
Pre-training refers to the process of initializing a model with pre-existing knowledge before fine-tuning it on specific tasks or datasets.
Importance
Pre-training, in this case, helps by providing essential knowledge prior to diving into the concepts of the lesson. Knowing your learner is very important then to know when to apply pre-training. The results are very clear that those with pre-training will perform better than those learners who do not get pre-training.
Signaling Principle
Concept
The signaling (or cueing) principle, refers to the finding that multimedia learning materials become more effective when cues are added that guide learners' attention to the relevant elements of the material or highlight the organization of the material.
This principle was supported in 25 out of 29 experimental tests, yielding a
median effect size of 0.41.
Examples
-ing is added to verbs to form present participles. Present participles are used with auxiliary verbs to make continuous tenses. They are also used like adjectives, describing a person or thing as doing something. He was walking along the street.
Present continuous tense denotes actions/events that are already in progress while we speak about them. Children are going to school. The boys are playing in the park. The baby is crying out loud.
First we add the subject, second the verb , and third the complement
Use
Use the signaling principle by thoughtfully highlighting important words. Use animated arrows and annotations to call out important information. Another way you can use the signaling principle is by having slides or scenes that clearly separate sections.
Segmenting Principle
The rationale is that segmenting allows people to fully process one step in the prosess before having to move onto the next one
This principle was supported in 10 out of 10 experimental tests, yielding a median effectsize of 0.79
People learn better when a multimedia message is presenter in user-paced segments rather than as a continous unit.