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Clark, Ruth C. & Mayer, Richard E. e-Learning and the Science of Instruction, 2nd Ed. Copyright 2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.
 * Chapter 3 pg. 53 Applying the Multimedia Principle: Using Word Graphic Rather Than Words Alone**
 * Multimedia Principle- including both words and graphics in the presentation. Another term for this is "multimedia presentation". It is important for the reader to be able to use the memory in a meaningful way and the multimedia approach is able to connect the written words to the graphics so the brain can absorb the information. The important part of this principle is that the graphics need to compliment and work with the words, not just use up the space on the screen.**
 * Chapter 4 pg. 77 Applying the Contiguity Principles: Align Words to Corresponding Graphics**
 * Contiguity Principle- This principle works with the location of the word and graphics. The word and graphics need to be on the same page and connected so the brain can focus on the important information, rather than scrolling down on the screen to find the graphics after the words.**
 * Chapter 8 pg. 157 Applying the Personalization Principles: Use Conversational Style and Virtual Coaches**
 * Personalization Principle-The psychological advantage of conversational style, pedagogocal agents, and visible authors is to induce the learnerto engage with the computer as a social conversational partner.**
 * Chapter 9 pg. 183 Applying the Segmenting and Pretaining Principles: Managing Complexity by Breaking a Lesson into Parts**
 * Segmenting Principle-This principle breaks down the lesson into smaller parts so just the major facts can be explained. This allows the learner to learn without overloading their cognitive learning system.**
 * Pretraining Principle-This principle provides pretraining in the names and characteristics of key concepts.**
 * Chapter 10 pg. 201 Leveraging Examples in e-Learning-**