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There are various principles that are used during practice activities in order to ensure that the activities are effective. These principles include the principle of supporting learning transfer, working from work examples to problems, and application of multimedia to examples. This paper will discuss the three principles in terms of their learning impact, challenges, risks, and describe an example that supports its utilization in JIT classes.
Supporting Learning Transfer
This is a principal that equips learners with the skills which enable them to apply their theoretical knowledge (Clark & Mayer, 2011). In this light, the principle aims at enabling the student to utilize the theories practically. As a result, the principle has various impacts on the students. First, it is important to understand that the working situations vary from time to time.
A student who acquires a fixed mind from class might not handle the situations that vary from theoretical knowledge. This implies that the application of this principle helps the leaner to acquire strategies that are used to handle the variance. Therefore, the learning activity becomes more practical in order to suit the working environment.
On the other hand, failure to apply the principle is associated with risks that affect the students negatively. The most crucial risk, which is related to failure, is based on having a fixed mind. This implies that the students expects the working situations to appear in a predetermined and similar manner. This makes it difficult for students to deal with a situation that they do not expect.
The overall is effect professional incompetence that handicaps the effectiveness of that profession. This principle can be applied to the JIT learning programs.
For example, an electronic tutorial, explaining the process of installing software on a computer, can be developed in order to explain the steps involved during installation. In this case, the tutorial is designed in a smooth manner that does not create gaps in the process. This design ensures that each step leads into another.
Worked examples to Problems
This principle asserts that a practice activity should present an example of a solved problem before presenting a problem to the student. In this light, the first example should be solved completely. Then, the second example should be solved partially leaving the last step to be solved by the student.
The impact of this principle is based on providing prerequisite knowledge to the students concerning the solution of subsequent problems (Leonard, 2002). The challenge that face this principle is that it requires much time to complete.
Failure to incorporate the principle result to confusion and waste of time since the student have to struggle. By example, the principle can be used during the installation of software. In this light, the trainers should install the software completely and follow with by a partial installation. Lastly, the trainer should present the student with software for them to install alone.
Apply Multimedia Principle
This principle depicts that training should incorporate the multimedia components in an activity. In this light, they should use graphics, text, and audio among others. Incorporation of multimedia principles makes the content understandable since they have a good visual impression (Cheng, 2010). Failure to incorporate them would lead to a negative effect resulting to a slow rate of understanding.
Similarly, the principle can be used during software installation. In this case, a trainer can make a tutorial in the form of a video. This video should illustrate the process of software installation in steps. The video would make the training to be more interesting than using oral presentation.
The three principles are very crucial for training practice activities. In this light, trainers should include them in their training sessions in order to ensure that they eliminate the risks that have been discussed in this paper.
Cheng, I. (2010). Multimedia in education adaptive learning and testing. Singapore: World Scientific.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning (3rd ed). San Francisco, CA: Pfeiffer.
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Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn.: Oryx Press.