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.

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Sloan C 2009 Feedback Ingram Bateman Sloan C 2009 Feedback Ingram Bateman Presentation Transcript

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