Appropriate+Uses+of+Worked+Examples

// A worked example is a step by step demonstration on how to perform a task or solve a problem // **Principle One: Fade from Worked **** Examples to Problems **
 * ==== First provide a fully worked example ====
 * Follow the initial example with a second example- most steps are worked out and the learner completes the final steps
 * As examples progress, the learner gradually completes more of the steps
 * You end with a practice problem the learner must solve entirely on his or her own
 * Worked examples are proven to be the most effective path during the initial stages of learning
 * As learners gain more expertise, worked examples can impede learning
 * Novices benefit from the cognitive load relief of studying an example rather than solving a problem as the basis for initial learning
 * Once new knowledge is stored in memory, studying a worked example adds no value

**Principle Two: Promote Self-Explanations **
 * ==== Potential problem with worked examples: Learners either ignore them altogether or review them in a very shallow manner ====
 * Learners have more success when they review worked examples by explaining to themselves the steps in the example
 * Successful learning from worked examples requires psychological engagement
 * Adding self-explanation questions and encouraging collaborative explanations of worked examples encourage deeper learning

= = =** Principle Three: **** Include Instructional Explanations of Worked Examples in Some Situations **=
 * Studies show positive learning benefits of adding help, provided either on demand or simply included as part of the worked example
 * Explanations are effective when conceptual understanding is the goal rather than problem solving performance
 * Explanations are most helpful when there are no self-explanation questions requiring a learner response
 * Learners may invest less effort in a self-explanation question if an instructional explanation is available
 * Explanations are more effective with mathematical content because many learners are intimidated by mathematics

Clark, R.C. & Mayer, R.E. (2011). //E-learning and the science of instruction: Proven guidelines for consumer and designer of multi-media learning// (3rd Ed.) San Francisco, CA: Pfeiffer.