March 15 2013 Mary Abkemeier Cognitive definition of or pertaining to the act or process of knowing perceiving remembering cognitive development cognitive functioning 2 of or pertaining to the mental processes of perception memory judgment and reasoning as contrasted with em ID: 294787
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Slide1
Cognitive Load Theory
March 15, 2013Mary AbkemeierSlide2
Cognitive - definition
of or pertaining to the act or process of knowing, perceiving, remembering,
cognitive
development; cognitive functioning.
2. of or pertaining to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes. Slide3
What is Cognitive Load Theory (CLT)?
CLT focuses on the load on working memory during instruction.
CLT holds that during complex learning activities the amount of information and interactions that must be processed may under-load or over-load the amount of working memory one has.Slide4
Originator: John Sweller
CLT was first described by John
Sweller
.
He developed CLT while
studying problem solving.Slide5
Sweller emphasizes
The quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory.
Both long-term memory and working memory are interrelated because
schemas
held in long-term memory affect the manner in which information is synthesized in working memory.
(
skip definition of schema
)Slide6
Schema
A schema is a cognitive framework or concept that helps organize and interpret information.
A s
chema
is
useful because
it
allows us to take shortcuts in interpreting the vast amount of information that is available in our environment.
It helps the learner create connections and more deeply develop existing ones.Slide7
Elements of CLT: 3 kinds of cognitive load.Slide8
Here they are:
Imposed by the manner in which the information is presented.
Imposed by the material to be learned
.
Devoted to processing information
And constructing schemasSlide9
Intrinsic Cognitive LoadSlide10
Examples of Intrinsic Load
Low
Add 4 + 3
Give the definition of a bird
Find an element in the periodic table
Memorize a poem
High
Solve for y: xy
2+ sin(x) = 5Create a non-linear PowerPoint slide showAnalyze one of Shakespeare’s sonnetsSlide11
Can a designer or teacher alter Intrinsic Load?Slide12
Not Really !!!
But….Slide13
What can you do?
Let’s say you want to teach someone to create a PowerPoint slide show or design a web page. There is not much you can do to reduce the intrinsic load.
You can, however, create a step-by-step process where learners are introduced to one concept and/or skill at a time, beginning with the creation of a very simple slide show or web page.
You can present only the bare-bones details and leave the advanced features for a later time.
Distinguish “need to know” from “nice to know”.
Present the easier tasks before the complicated ones.Slide14
Extraneous Cognitive LoadSlide15
Examples of Extraneous
Extra soundsLong complex explanations
Multiple competing sources of information
Unnecessary format or information
Unnecessary animationSlide16
What can we do?
Again decide on the need-to-know information and do not provide information that is not relevant and necessary to the learner.
Move some need-to-know information from visual channel (reading) to the auditory channel (hearing).
Again try to segment, but if this is not possible, then provide a short pre-training module describing the various components of the topic.Slide17
What else?
If removing information is not possible, then provide cues to the learner on what content to focus on.
Align graphics and text on the screen (text within the graphic or right next to it.)Slide18
Texts and Graphics - aligned
To find the area of a triangle multiply the base (b) times the height(h) and then divide by 2.
For example, if the base is 5 cm and the height is 12 cm, then the area is (5 x 12) divided by 2 and that is 60 divided by 2 which is 30 cm
2
.Slide19
Texts and Graphics – not aligned
Let’s say you want to find the area of a triangle, see the next slide for how to find this area.Slide20
Texts and Graphics – not aligned
To find the area of a triangle multiply the base (b) times the height(h) and then divide by 2.
For example, if the base is 5 cm and the height is 12 cm, then the area is (5 x 12) divided by 2 and that is 60 divided by 2 which is 30 cm
2
.Slide21
Avoid “split” attention defect
Let’s say a student is interested in how lighting in a theatre works. You present her with a video with accompanying on-screen text telling him/her how lighting works. While viewing the animation he/she cannot read the text and vice versa. The student cannot attend to either medium of presentation 100%.Slide22
Germane Cognitive LoadSlide23
Germane Cognitive Load
Effective Cognitive Load
Is calledSlide24
Germane Cognitive Load
Should be promoted and encouragedDedicated to the processing, construction and automation of schemas
.Slide25
What can we do to promote it?
Segregate information based on what is essential, what is supportive and what is additional.Use the supportive information to teach the essential.
L
eave out the additional information as a separate resource to be retrieved when the learner seeks it.Slide26
Implications for eLearning Design
Just because you can add a lot of whiz-bang into your online course does not mean you should.Slide27
More Implications
We need to know what cognitive requirements our eLearning designs impose on our students and ensure that they can meet the requirements.
We should not distract our students from the essential learning task at hand.
All aspects of design should focus on adding value to the learning experience.Slide28
Mayer and Moreno 2002
Major Principles
Of
Multimedia designSlide29
Multiple Representation
It is better to present an explanation in words and pictures than solely in words.Slide30
Words only
To multiply two binomials, multiply the first terms in each binomial, then the last two. Finally multiply the inside and outside terms and add them together.Slide31
Words and pictures
To multiply two binomials, multiply the
F
irst
terms in each binomial, then the
L
ast
two. Finally multiply the
Inside and Outside terms and add them togetherSlide32
Contiguity
Words and pictures are to be presented simultaneously rather than separate.Slide33
Not simultaneously
A heart has one line of symmetry. You can see it to the right.Slide34
Simultaneously
A heart has one line of symmetry. You can see it to the
right
.Slide35
Split Attention
Present words as auditory narration rather than as visual on- screen text.Slide36
On-screen text
Now I would like for you to focus on the use of light in the Water Lilies painting by Monet.Slide37
AuditorySlide38
Coherence
Use few rather than many extraneous words and pictures.Slide39
Too many words and pictures
Here we have a picture of Abraham Lincoln the 16
th
president of the United States. Did you notice his left eye wanders to the top of his head? Do you know why? Historians tell us he was kicked in that eye by a horse and since that incident he had what appeared to be a lazy eye.Slide40
Fewer Words
As a child Lincoln was kicked in the head by a horse right on his left eye which left him looking like he had a lazy eye.Slide41
Modality
Students learn more effectively from animation and narration than from animation and text.Slide42
Animation and text
See what is happening here? When you pull down on the rope, for every inch you pull down, the weight will move up ½ inch because there is one rope being pulled but there are two lengths of the rope connecting the pulleys.Slide43
Animation and NarrationSlide44
Personalization
Students learn more effectively from animation and narration when the narration is conversational rather than formal.
On the next two slides I use text and not narration so you can read the text.Slide45
Formal
If a person wants to train for the Tour de France, one must practice a lot. One must train almost 365 days per year and in all weather conditions. If you anticipate being the bike rider that gets in front of all the others then you must have a lot of stamina and strength.Slide46
Informal
If you really want to ride in the Tour de France you need to begin training as soon as you can ride your first bike and never stop.Slide47
Redundancy
Students learn more effectively from animation and narration than from animation, narration and text.Slide48
Animation and NarrationSlide49
Animation and Narration and Text
See what is happening here? When you pull down on the rope, for every inch you pull down, the weight will move up ½ inch because there is one rope being pulled but there are two lengths of the rope connecting the pulleys.Slide50
In summary
Cognitive load is real.Professors are being asked to create online courses without knowledge of how student learns. Some knowledge of CLT can assist these professors.
Knowledge of CLT and principles of multimedia design can eliminate some of the issues in the poor design of online courses.Slide51
citations
Wikipedia: http://en.wikipedia.org/wiki/Cognitive_Load
Sweller
, J. (1988). “Cognitive load during problem solving: Effects on learning”.
Cognitive Science
12
(2): 257–285.
Sweller, J., Van Merriënboer, J., & Paas, F. (1998). “Cognitive architecture and instructional design”. Educational Psychology Review 10: 251–296.Mayer, R, Moreno, R (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.