Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

AETt545_E-Learning Instructional Tutorial


Published on

Upon completion of “Cognitive Load and Creativity” Training Tutorial, the beginning design student will learn tools and resources to mitigate the effects of cognitive load on their creative process.

Published in: Education, Business, Technology
  • Be the first to comment

  • Be the first to like this

AETt545_E-Learning Instructional Tutorial

  1. 1. Douglas Hardenburgh AET/545 E-learning Design Technologies September 23,2013 Professor: Garth Beerman Effects of Cognitive Load on Creativity What it means to students,faculty and academic institutions Douglas Hardenburgh 09.23.2013 Monday, September 23, 13
  2. 2. What is Cognitive Load and How Does it Effect Creativity? ? Monday, September 23, 13
  3. 3. Creativity is effected when mental effort exceeds experience Improperly managed complex information results in lower performance levels... (Sweller,1988) Monday, September 23, 13
  4. 4. In this training students will: • Learn tools to facilitate higher levels of critical thinking. • Learn techniques to mitigate the effects of cognitive load. • Use adaptive creative processes for innovative design solutions. Tutorial Goal Monday, September 23, 13
  5. 5. To determine the effects of cognitive load on the process of creativity a needs analysis survey was performed. Needs Analysis Monday, September 23, 13
  6. 6. To determine the effects of cognitive load on the process of creativity a needs analysis survey and assessment was performed. Analysis Survey and Assessment Monday, September 23, 13
  7. 7. Needs Analysis and Assessment: 1.0 The Learning Problem • Beginning design students required to perform critical analysis and tasks. 2.0 What is Currently Available? • Inadequite course offerings available to understand how design process interacts to facilitate solutions. RESULTS! Monday, September 23, 13
  8. 8. Needs Analysis and Assessment: 3.0 What should be available? • Course offerings made avialble to help students become skilled at critical thinking methods. 4.0 Gap Analysis • Beginning students are unable to bridge the gap between cognitive intelligence and innovative forcasting. RESULTS! Continued Monday, September 23, 13
  9. 9. RESULTS! End Needs Analysis and Assessment: 5.0 What are the recommented solutions for filling the gap ? • Interactive e-learning training module instructing novice design students in the creative intelligent process required to evaluate and implement creative design solutions. Monday, September 23, 13
  10. 10. Upon completion of “Cognitive Load and Creativity”Training Tutorial,the beginning design student will learn tools and resources to mitigate the effects of cognitive load on their creative process. Monday, September 23, 13
  11. 11. Using the ABCD Model for Creating Objectives ABCD! Monday, September 23, 13
  12. 12. 1.0 Who is the Audience? • Beginning design students who lack proficiency with critical thinking methods relating to the design process. Performance Based Objectives 1 Monday, September 23, 13
  13. 13. 2.0 What is the expected Behavior? • After completing the tutorial (with a passing grade) • Learners will demonstrate clarity in critical thinking skills and understand core design process principles. Performance Based Objectives 1 2 Monday, September 23, 13
  14. 14. 3.0 What Conditions will the learning take place? • Tutorial will be delivered via online e-learning platform. • Learners will navigate through the tutorial material. • Summative quiz will test level of comprehension. Performance Based Objectives 1 2 3 Monday, September 23, 13
  15. 15. 4.0 What is the degree of accomplishment? • Learners are required to recieve a summative passing score of 80% or higher to pass the learning tutorial. Performance Based Objectives 1 2 3 4 Monday, September 23, 13
  16. 16. Learning ObjectivesL0 Monday, September 23, 13
  17. 17. 1 1.0 Learning Objective Summery To recall,recognize and identify differences in mental effort and information retention. • Students will learn skills through the use of tutorial lessons and activities that: a.Test ability to recall information b.Recognize and identify differences in terminologies c. Statistical facts and conceptual analysis Monday, September 23, 13
  18. 18. 2 2.0 Learning Objective Summery To create,generate,plan,produce and design quantitative measurable learned criteria • Students will learn critical analysis skills by: a.Timed and un-timed creative activities,that will involve: b.Making,building or designing tasks against previously quantified criteria. Monday, September 23, 13
  19. 19. 3 3.0 Learning Objective Summery To critique,assess,and evaluate visual sequencing tasks related to the creative process. • Students will learn executive functioning skills that will facilitate the creative process required to: a.Implement innovative and collaborative design solutions. Monday, September 23, 13
  20. 20. 4 4.0 Learning Objective Summery To perform analysis,organize content and differentiate concepts into organized patterned thought. • Students will learn how patterns and foundational elements of seemingly irrelevant connections: a.Function together to determine relevant concepts in presented material. Monday, September 23, 13
  21. 21. Thank You. Monday, September 23, 13