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TEACHING IN A DIGITAL AGE – SECOND EDITION (Bates), Cognitive load theory,…
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Cognitive load theory, educational research, and instructional design: some food for thought
cognitive load theory asserts that learning is hampered when working memory capacity is exceeded in a learning task
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extraneous cognitive load is the load that is caused by the instructional material used to present the content & does not contribute directly to learning (schema construction)
The ‘‘split-attention’’ effect refers to the separate presentation of domain elements that require simultaneous processing.
students must solve problems for which they have no schema-based knowledge; in general, this refers to conventional practice problems
‘‘modality principle’’ implies that material is more efficiently presented as a combination of visual and auditory material
‘‘redundancy principle’’: unnecessary load occurs when learners must coordinate materials having the same information. Cognitive resources can be freed by including just one of the two (or more) sources of information.
ATTENTION
First, designs that seem to elicit extraneous processes may, at the same time, stimulate germane processes.
‘‘In some learning environments, extraneous load can be inextricably bound with germane load. Consequently, the goal to reduce extraneous load and increase germane load may pose problems for instructional designers. For instance, in nonlinear hypertext-based learning environments, efforts to reduce high extraneous load by using linear formats may at the same time reduce germane cognitive load by disrupting the example comparison and elaboration processes.’’
Second, there seem to be limits to the reduction of extraneous load; an interesting question is whether extraneous load can be zero
Third, like intrinsic load, extraneous load is not independent of the prior experience of the learner
Fourth, as recent research results indicate, some characteristics of instructional material that have always been regarded as extraneous may not hinder learning, if the material is well designed
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Social Constructivsm
view of knowledge
Vygotsky believed, essentially socially constructed. Knowledge is not simply constructed, it is co-constructed.
Thus learning has to be a combination of content, skills and attitudes, and increasingly this needs to apply to all areas of study
view of learning
The level of actual development is the level of development that the learner has already reached, and is the level at which the learner is capable of solving problems independently. The level of potential development (the “zone of proximal development”) is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers.
motivation
Because learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community. However, because knowledge is actively constructed by the learner, learning also depends to a significant extent on the learner’s internal drive to understand and promote the learning process.
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Applying Psychological Science to Higher Education: Key Findings and Open Questions
Samuel T. Moulton (2014)
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“Learning: From Speculation to Science” How People Learn: Brain, Mind, Experience, and School, National Academy of Sciences, 2000.
key summaries
“usable knowledge” is not the same as a mere list of disconnected facts. Experts’ knowledge is connected and organized around important concepts (e.g., Newton’s second law of motion); it is “conditionalized” to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember.
teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject.
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them
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Backward Design
Week 4 Course Design
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Bates Chapter 4
- The key shift is towards greater emphasis on skills, particularly knowledge management, and less on memorising content. We need design models for teaching and learning that lead to the development of the skills needed in a digital age.
- There is no one ‘best’ design model for all circumstances. The choice of design model needs to take account of the context in which it will be applied, but nevertheless, some design models are better than others for developing the knowledge and skills needed in a digital age. For the contexts with which I’m most associated, online collaborative learning, experiential learning and agile design best meet my criteria.
- Design models in general are not dependent on a particular mode of delivery; they can operate in most cases as well online as in class.
- In an increasingly volatile, uncertain, complex and ambiguous world, we need design models for teaching that are light and nimble.
- Traditional classroom teaching, and especially transmissive lectures, were designed for another age. Although lectures have served us well, we are now in a different age that requires different methods.