• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Chapter 2 Presentation
 

Chapter 2 Presentation

on

  • 290 views

 

Statistics

Views

Total Views
290
Views on SlideShare
287
Embed Views
3

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 3

http://web.nmsu.edu 2
https://web.nmsu.edu 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Chapter 2 Presentation Chapter 2 Presentation Presentation Transcript

    • Chapter 2 Implications of Cognitive Load Theory for Multimedia Learning from the Cambridge Handbook of Multimedia Learning By Jackie Borda & Adam Rippy
    • Cognitive Load
      • Definition:
        • “The load imposed on working memory by information being presented”
      • Is there such a thing as too much cognitive load?
    • Activity
    • QUIZ TIME! The Human Heart
    • #1
      • What is the name of the structure that empties the blood into the heart?
    • #2.
      • What is the name of the valve between the right atrium and right ventricle?
    • #3.
      • What structure carries the blood away from the heart to the rest of the body?
    • #4.
      • How many chambers does the heart have?
    • #5.
      • What is the next stop for the blood once it is in the pulmonary artery?
    • Answer #1.
      • Superior and Inferior Vena Cava
    • Answer #2
      • Tricuspid Valve
    • Answer #3
      • Aorta
    • Answer #4
      • 4
    • Answer #5
      • The Lungs
    • 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?
    • 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?
    • 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?
    • 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?
    • 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?
      • Thank You!