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A cognitive Approach to Instructional Design for Multimedia Learning -…
A cognitive Approach to Instructional Design for Multimedia Learning
Working Memory
Grew out of the older model of short term memory.Under this model, Baddeley proposed that there was a component in working mem-ory that controlled subcomponents or slave systems.
visuo-spatial sketch pad and the pho-nological loop.
Coherence Principle
Signaling Principle
Spatial Contiguity Principle
Redundance Principle
Temporal Contiguity
Segmenting Principle
Pre-training Principle
Modality Principle
Multimedia Principle
Perzonalization Principle
Voice Principle
Image Principle
Cognitive Load Theory
Limited in its capacity to selectively attend to and process incoming sensory data. With the way in which a learner’s cognitive resources are focused and used during learning and problem solving, suggesting that for instruction to be effective, care must be taken to design instruction in a way as to not overload the mind’s capacity for processing information.
intrinsic cognitive load
extraneous cognitive load
germane cognitive load,
The instruc-tional principles are
Goal-Free Effec
Worked Example Effect
Completion Problem Effect
Variability Effect
Split-Attention Effect
Redundancy Effect
Modality Effects
Declarative Knowledge
is factual knowledge that can be reported or described, and its most basic unit is a chunk, which can be hierarchical
Procedural knowledge
is dynamic and involves rules, or productions, that guide how thinking occurs.
A learner must thoroughly understand the ex-amples, and one of the best ways to achieve this is through the activity of
self-explaining
Transfer
of knowledge is one of the main goals of learning and instruction. In practice, however, transfer is not as clear-cut as it may first seem.