Designing Online Learning with Flash by David Richard Moore

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By David Richard Moore

There's a want for a e-book that offers a version of studying that's acceptable for on-line studying in addition to teaches the consumer the way to create effective Flash functions to carry on-line studying content material. This e-book is an Adobe Flash instructional set in an academic layout context. It demonstrates how you can enhance Flash tutorials for educating evidence, ideas, ideas, and systems utilizing Merrill s part exhibit concept. all of the booklet s resource records are supplied in addition to Adobe Captivate tutorials demonstrating the tactics.

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What are instructional goals and objectives? • Why must we strive for clarity in expressing goals and objectives? • Why must you categorize instructional goals and objectives? • What learning domain categories are available? • What is the driving assumption behind the instructional design process? • What is the difference between the world of work and the world of knowledge, and how do those differences inform a task analysis? • What is the principle of congruency? indd 9 10/22/08 6:43:06 PM Designing Online Learning with Flash™ 10 Chapter Overview Instruction is often perceived as an event.

5. Supply and Demand Tasks. Terminal Task Component Tasks Knowledge and Skills Store manager will be able appropriately adjust prices to maximize profit. Supply and Parts of the supply and demand graph; Demand Dynamics Difference between curves and shifts; Identifying equilibrium points. Elasticity Defining elasticity; Classifying different products according to their elasticity; Predicting price changes depending on elasticity; Calculating elasticity History Awareness of the four major contributors to supply and demand theory and their relative time of discourse.

It is characterized by one’s ability to select or attend to a small amount of stimuli relative to the enormous amount of information that reaches the senses. Working memory is the area in which one’s conscious thinking occurs. It is characterized by its relatively small capacity. Miller’s (1956) study confirming that working memory is limited to approximately seven units forms the foundation for much of the field of cognitive psychology, including the idea of cognitive load. Cognitive load refers to the working memory’s capabilities.

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