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Chapter 2 Presentation

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  • 1. Chapter 2 Implications of Cognitive Load Theory for Multimedia Learning from the Cambridge Handbook of Multimedia Learning By Jackie Borda & Adam Rippy
  • 2. Cognitive Load
    • Definition:
      • “The load imposed on working memory by information being presented”
    • Is there such a thing as too much cognitive load?
  • 3. Activity
  • 4. QUIZ TIME! The Human Heart
  • 5. #1
    • What is the name of the structure that empties the blood into the heart?
  • 6. #2.
    • What is the name of the valve between the right atrium and right ventricle?
  • 7. #3.
    • What structure carries the blood away from the heart to the rest of the body?
  • 8. #4.
    • How many chambers does the heart have?
  • 9. #5.
    • What is the next stop for the blood once it is in the pulmonary artery?
  • 10. Answer #1.
    • Superior and Inferior Vena Cava
  • 11. Answer #2
    • Tricuspid Valve
  • 12. Answer #3
    • Aorta
  • 13. Answer #4
    • 4
  • 14. Answer #5
    • The Lungs
  • 15. Cognitive Load Theory
    • Definition:
      • “An instructional theory based on our knowledge of human cognitive architecture that specifically addresses the limitations of working memory.”
    • How does this theory direct learning?
  • 16. Schema
    • Definition:
      • “A knowledge structure contained in long-term memory that is the basis for expertise.”
      • “Cognitive constructs that allow multiple elements of information to be categorized as a single element”
    • What does this mean?
  • 17. Rote Learning
    • Definition:
      • “Occurs when a learner builds fragmented knowledge (or inert knowledge), resulting in good retention performance and poor transfer performance”
    • How would knowledge of this benefit a lesson plan?
  • 18. Chapter Questions
    • 1) What is the Cognitive Load Theory?
    • 2) What are the categories of Cognitive
    • Load (definitions)?
    • 3) What is a Schema?
    • 4) What is Rote Learning?
  • 19. Chapter Questions Cont’d
    • 5) Why is Cognitive Load Theory important to media learning
    • 6) What do you think about this statement:
    • “ If nothing has altered in long term memory, nothing has been learned”?
    • 7) Which information from Chapter 2 is relevant for design instruction in your area?
  • 20.
    • Thank You!

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