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Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
Sloan C 2009 Feedback Ingram Bateman
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Sloan C 2009 Feedback Ingram Bateman

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Giving feedback in instruction may be affected by the constraints of cognitive load as well as presentation of instruction is. We have begun a research project to explore this.

Giving feedback in instruction may be affected by the constraints of cognitive load as well as presentation of instruction is. We have begun a research project to explore this.

Published in: Education, Technology
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  • 1. Feedback, Media, and Cognitive Load<br />Making Feedback Understandable<br />Albert Ingram, PhD<br />Betzi Bateman, MLIS<br />Kent State University<br />
  • 2. Why is feedback important?<br />What are the functions of feedback?<br />How can we make feedback effective?<br />A Feedback Primer<br />
  • 3. Small-Scale Feedback<br />Large-Scale Feedback <br />Why is feedback important?<br />
  • 4. What are the functions of feedback?<br />
  • 5. How can we make feedback effective?<br />What is effective feedback?<br />Students should learn from it<br />Students should improve products with it<br />
  • 6. How can we make feedback effective?<br />Variables<br />
  • 7. Why is Cognitive Load important in instruction?<br />What does the research show?<br />A Cognitive Load Primer<br />
  • 8. Why is Cognitive Load important in instruction?<br />Working memory capacity is limited<br />Learning occurs when relevant information is connected and operated on in working memory<br />If too much of the processing capacity is taken up with extraneous factors, learning is impaired<br />
  • 9. What does the research show?<br />Research on integrating visuals and text, visuals and narration<br />Forcing people to divide resources between different sources of information interferes with learning<br />Using methods that work together improves learning<br />
  • 10. Feedback and Cognitive Load<br />Reducing cognitive load when delivering feedback should increase effectiveness<br />
  • 11. Hypotheses<br />Research Design<br />Results<br />Current Study<br />
  • 12. Hypotheses<br />Decreasing the extraneous cognitive load imposed by how feedback is presented will increase learning from the feedback.<br />Delivering feedback (on textual assignments) as audio will reduce cognitive load because there is less need to switch among stimuli<br />Delivering feedback embedded into an assignment will reduce cognitive over delivering it separately<br />
  • 13. Research Design<br />Use intact classes and existing, real-world assignments that must be handed in as drafts and revised for a grade<br />Repeated measures, within-subjects design in which people receive feedback on multiple assignments in different ways<br />
  • 14. Results<br />Pilot Study<br />Educational Technology course<br />Series of linked assignments<br />
  • 15. Plans<br />English Composition Classes<br />Larger N<br />Revised assignments<br />Detailed rubrics<br />Balanced quasi-experimental design<br />
  • 16. References<br />Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. In Bruning, R., Horn, C. A., & PytlikZillig, L. M. (Eds.), Web-based learning: What do we know? Where do we go? Charlotte, NC: Information Age Publishing.<br />Paas, F., Renkl, A., & Sweller, J, (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.<br />Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction,4, 295-312.<br />

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