Enables diversification by enabling collaborative and cooperative learning, an adaptive learning environment, content that is not mundane and is actually engaging. Example-teamwork (cooperative), assigned tasks to each given team member to complete a task (collaborative)

Interactivity-technology systematically responds to the actions of the leaner. i.e. virtual gaming

Adaptivity-the technology presents information that is contingent on the behavior, knowledge and characteristics of the learner

Feedback-the technology gives feedback to the learner on the quality of the learner’s performance, sometimes including how the technology could be improved

Choice-the technology gives students options for what to learn and how to learn so they can regulate their own learning

Nonlinear access-the technology allows the learner to select or receive learning activities in an order that deviates from the set order

Linked representations-the technology provides quick connections between representations for a topic that emphasize different conceptual viewpoints, pedagogical strategies and media

Open-ended learner input-the technology allows learners to express themselves through natural language, drawing pictures and other forms of open ended communication that encourage active learning

Communication with other people-the learner communicates with one or more other “persons” who may range from peers to subject-matter experts (example: computer supported collaborative learning like break out rooms to discuss topics)

-incorporate real world problem solving into the classroom curriculum

-scaffold students’ learning

-provide students and teachers with more opportunities for feedback, reflection and revision

-build local and global communities of individuals who are invested and interested in learning

-expand opportunities for teachers’ learning

Some challenges may be that information may be too repetitive for the learner therefor it becomes mundane and they end up losing motivation. For others technology may become a distraction.

Some opportunities are it engages the learner and creates an environment for creativity and pushes for positive feedback

Coherence Principle-people learn better when extraneous words, pictures and sounds are excluded rather than included

Signaling Principle-people learn better when cues that highlight the organization of the essential material are added. This l=allows the learner to focus on the critical material that is presented

Spacial contiguity principle-people learn better when corresponding words and pictures are presented near to, rather than far from each other on the page or screen

Temporal contiguity principle-people learn better when corresponding words and pictures are presented at the same time rather than successively. The graphic image should be physically near the text that describes the picture

Segmenting principle-people learn better from a multimedia lesson that is presented in user-paced segments rather than as a continuous unit

Pretraining principle-people learn better from a multimedia lesson when they know the names and characteristics of the main concepts

Modality principle-people learn better from graphics and narrations than from animation and on screen text

Multimedia principle-people learn better from words and pictures than from words alone

Redundancy principle-people learn better from graphics and narration than from the combination of graphics, narration and on screen text

Personalization principle-people learn better from multimedia lessons when words are in conversational style rather than formal style

Voice principle-people learn better when the narration in multimedia is spoken in a friendly human voice rather than a machine voice

Image principle-people do not necessarily learn better from a multi media lesson when the speakers’ image is added to the screen