eSeminar Now Available: Creating Effective eLearning with the Pre-training Principle

Each week I describe an element of Cognitive Theory of Multimedia eLearning and give examples of how to implement that principle using Adobe Captivate and Adobe eLearning Suite. Part 9 of 10 in the Creating effective eLearning Modules Series (Pre-training):

The focus of the eSeminar was on the pre-training principle. We focused on creating effective eLearning content, utilizing the Pre-training Principle to facilitate better learning. The pre-training principle … indicates that learning is more effective when the learner has a sufficient knowledge base upon which to build the concepts and ideas that are being learned. For example it would be virtually impossible to learn about geometry if you had no underlying knowledge of numbers and mathematical functions. Today’s session will explain the overall concepts behind the pre-training principle and demonstrate how to determine what information dependencies might exist for new learners when confronted with complex tasks. We gave particular focus to the following tools in Adobe Captivate; Rollover Slidelets.

I’ve included a link to the downloadable version of the slides (this one includes my speaking notes) and have given the usual embedded version below for your convenience.

During the session I used a Captivate movie to demonstrate many of the core concepts behind the pre-training principle. That movie is embedded below so you can tinker and see how it works. You can also download the source code for this demo here.

Below are the URL’s to the Multimedia session, along with links to the others in the series, also included are those which are coming in the future.

Available Now On Demand:

Part 1:Making Effective Adobe Captivate eLearning Modules


Part 2: Making Effective Adobe Captivate eLearning Modules: Balancing cognitive load in eLearning content with Adobe Captivate 5


Part 3: Making Effective Adobe Captivate eLearning Modules: Applying Personalization to eLearning with Adobe Captivate 5


Part 4:Making Effective Adobe Captivate eLearning Modules: The Multimedia Principle


Part 5:Making Effective Adobe Captivate eLearning Modules: The Contiguity Principle


Part 6:Making Effective Adobe Captivate eLearning Modules: The Redundancy Principle


Part 7:Making Effective Adobe Captivate eLearning Modules: The Coherence Principle


Part 8:Making Effective Adobe Captivate eLearning Modules: The Segmenting Principle


Part 9:Making Effective Adobe Captivate eLearning Modules: The Pre-training Principle



February 9 – Making Effective Adobe Captivate eLearning Modules Part 10: Individual Differences

Dr. Allen Partridge, Adobe eLearning Evangelist, will present a one hour online eSeminar for users of Adobe Captivate and / or Adobe eLearning Suite. The session focuses on the Multimedia eLearning Design Principle known as the Individual Differences Principle, which suggests that design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners. Examples will focus on the use of Advanced Actions, ADA/508 Compliance, Closed Captions, Localization, Video Closed Caption, Branching and User Variables in Adobe Captivate 5.

Want to do more reading? Here’s a brief list of recommended supplemental reading:

Clark & Mayer (2007.) eLearning: and the Science of Instruction (Links to Amazon – but this book is pretty widely available.)

A short but clear overview of the history of learning theory.

5 Responses

  1. Your webinar series is great! I’ve only gotten through the 4th, but I’m looking forward to the rest. I have no elearning background, but was thrown into a huge elearning project a month into my first job after college. I’m certainly learning a lot as I go, and having the theory to back up why I present information one way or another is fantastic!
    I do have a suggestion for a topic, though – Accessibility. I know I can make my modules accessible, but how do I tackle the issue, while still making a fantastic module for everyone else – this is a particular issue with the screen reader accessibility. CCs are easy enough, especially since I use the TTS heavily for the “rough draft.” When should I make a module accessible or when should I direct learners with screen readers to a text alternative? How do I make a module effective for learners with accessibility requirements?
    Then also I have some confusion around what Captivate can and can’t do in terms of accessibility – what does auto-label do? which screen readers can read flash? Is there a way to skip non-accessible question types without penalizing the learner?

  2. I’ve been wondering lately if there’s any plans by Clark and Mayer to update their book? Do you know if they’re in the process of doing so? The information in the most recent edition is bordering on “out of date”, since it dates to 2007. They raised several points about areas where more research is needed. I’m wondering if there’s been further research in those areas since then and, if so, will they be releasing a new edition anytime soon? It’s fascinating information.

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