Electricity, Magnetism & Optics

We are currently expanding our existing Interactive Online Lecture development by creating FLASH implementations of Multimedia Learning Modules as PreLectures for this course. These multimedia learning modules attempt to reduce cognitive load by incorporating principles from the multimedia learning literature (see references below). In addition, these modules are based on constructivist epistemology, allowing students to construct and organize new knowledge via dual channels (visual, auditory), as well as refining conceptual understanding via student-controlled, hands-on activities (student-controlled Flash animations) that permit students to explore concepts by manipulating relevant variables.

Multimedia learning and cognitive load references:
Clark, R., Nguyen, F., and Sweller, J. (2006), Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load, Pfieffer
Sweller, J., Chandler, P., Tierney, P. and Cooper (1990), M., Cognitive load and selective attention as factors in the structuring of technical material, Journal of Experimental Psychology: General, 119, 176-192.
Tarmizi, R., and Sweller, J. (1988), Guidance during mathematical problem solving, Journal of Educational Psychology, 80, 424-436.
Ward, M. and Sweller, J. (1990), Structuring effective worked examples, Cognition and Instruction, 7, 1-39.
The Cambridge Handbook of Multimedia Learning, Cambridge University Press (2005), edited by Richard E. Mayer.
Mayer, R. (2001), Multimedia Learning, Cambridge University Press.

Constructivism and science learning references
Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press
Dufresne, R., Mestre, J., Thaden-Koch, T., Gerace, W., & Leonard, W. (2005). Knowledge Representation and Coordination in the Transfer Process. In J. Mestre (Ed.), Transfer of Learning from a Modern Multidisciplinary Perspective (pp. 155-215). Greenwich, CT: Information Age Publishing
Etkina, E., Mestre, J., & O’Donnell, A.. (2005). The impact of the cognitive revolution on science learning and teaching. In J.M Royer (Ed.) The Cognitive Revolution in Educational Psychology (pp. 119-164). Greenwich, CT: Information Age Publishing.
Glaser, R. (1994). Learning theory and instruction. In G. d’Ydewalle, P. Eelen, & P. Bertelson (Eds.), International Perspectives on Psychological Science, Vol. 2: The State of the Art (pp.341-357). Hove, UK: Lawrence Erlbaum Associates.
Maloney, D.P. (1994). Research on problem solving: Physics. In D.L. Gabel, Handbook of Research on Science Teaching and Learning (327-354). NY, NY: Macmillan.
Mestre, J.P. & Cocking, R.R. (2000). Special Issue on the Science of Learning. Journal of Applied Developmental Psychology, 21 (#1).
von Glasersfeld, E. (1992). A constructivist's view of learning and teaching. In R. Duit, F. Goldberg & H. Niedderer (Eds.), The Proceedings of the International Workshop on Research in Physics Education: Theoretical Issues and Empirical Studies (Bremen, Germany, March 5-8, 1991). Kiel, Germany: IPN.
von Glasersfeld, E. (1989). Cognition, Construction of Knowledge, and Teaching. Synthese, 80, 121-140

In this implementation, the material is presented in a FLASH movie in which visual animations reinforce the narration. The students can control the movie with pause-play-position controls. To view these PreLectures, you must be registered and logged in and have version 7 or higher of the Flash Player installed on your computer.

PreLecture 1: Coulomb's Law  (script)

PreLecture 2: Electric Fields  (script)

PreLecture 4: Gauss' Law  (script)

We have just completed a study that compares the effectiveness of these PreLectures to a standard introductory text.  One group of students did each of these PreLectures while another group of students read comparable material from a standard introductory textbook.  After completing each unit, the students took a test.  These four units were completed within one week.  Two weeks later, the students came back to take a retention test.  The questions used for these tests can be accessed from the links below.

 Unit 1 Test        Unit 2 Test        Unit 3 Test        Unit 4 Test        Retention Test

We have also created "preflights", web-based questions we will ask the students to complete after the PreLecture, but before coming to lecture.  These preflights were not used in the study discussed above, but are included here to show what we will do in the real implementation.

Preflight 1            Preflight 2           Preflight 3            Preflight 4

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