Broad workshop on managing cognitive load and creating engaging learner experiences in online courses.

1. Know Thy Learner: Understanding
Learner Characteristics to Enhance
Online Course Design
Kenneth Silvestri, MS, MA

2. BACKGROUND
• Master’s Degree in
Educational Technology
• Graduate Certificate in
Instructional
Technology and Design
• Over 4 years of online
teaching experience

3. (1) Information
Processing and
Encoding
(2) Engagement
and Motivation
KNOW THY LEARNER

4. KNOW THY LEARNER: Cognitive Load Theory
JOHN SWELLER
“A theory that
focuses the load on
working memory
during instruction.”.

5. KNOW THY LEARNER: Cognitive Load Theory
Source: Research Into Cognitive Load Theory and Instructional Design, Dr.
Graham Cooper

6. Cognitive Limit Exercise: Slide #1
WO UIB MES LUS A

7. Cognitive Limit Exercise: Slide #2
WOU IBM ESL USA

8. Cognitive Limit Exercise
Why is the second slide easier?
– Answer: Arranged in chunks that make sense to our
mind.

9. KNOW THY LEARNER: Cognitive Load
MAGIC NUMBER = 7 +/- 2

10. KNOW THY LEARNER: Cognitive Load
WO UIB MES LUS A (12)
WOU IBM ESL USA (4)

11. CHUNKING: Course-Level
MODULE 1
(Topic 1 and 2)
Overview
Instructional Materials
Readings
Videos
Discussion
Application (Assignment,
Activity)
Quiz
● Be consistent
● Keep everything in
one place

12. CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer, Basics of
Chunking SlideShare

13. CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer,
Basics of Chunking SlideShare

14. CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer, Basics
of Chunking SlideShare

15. DESIGNING FOR THE WEB: Text-Based
Instructional Materials
(1) Use meaningful headings and subheadings
(2) Use tables – large data sets
(3) Use bulleted and numbered lists
(4) Select a typeface for onscreen readability
- 12-point font in Verdana, Georgia, Trebuchet,
or Lucida
(5) Align text and headings to the left

16. Integrating Multimedia
AUDIO IMAGES VIDEO

17. INTEGRATING MULTIMEDIA: Images
YES: SPATIAL CONTIGUITY PRINCIPLE NO: SPLIT ATTENTION EFFECT
SOURCE: Connie Malamed, How To Integrate Multimedia for Effective
Learning, the elearningcoach.com

18. INTEGRATING MULTIMEDIA: Images
YES: SPATIAL CONTIGUITY
PRINCIPLE
NO: SPLIT ATTENTION
EFFECT

19. INTEGRATING MULTIMEDIA: Audio and Video
“I do appreciate that the instructor
took the time to create
presentation videos which
highlighted the instruction content
for the module. He really took time
to give the students all the
resources they would need to be
successful.” – CCJ 314 Student
Source: Andrew Wuff

20. ENGAGEMENT
Student
Instructor
Content
Peers

21. ENGAGEMENT: Instructor
• Welcome message
• Instructor Bio
• Contact Policy
• Feedback
• Discussion comments
• Summaries after each
module and quarterly updates
Source: https://shsuonline.wordpress.com

22. ENGAGEMENT: Content – Capture Attention
ROBERT GAGNE
STEP 1 – Gain Attention:
“Present a story, problem, or
a new situation that will grab
the learner’s attention.”

23. ENGAGEMENT: Content
PASSIVE LEARNING

24. ENGAGEMENT: Content
PASSIVE LEARNING
ACTIVE
LEARNING
Source: Cone of Learning, Edgar Dale

25. Engagement: Content
Lower Order Thinking Skills
Higher Order Thinking Skills
Source: David Bloom

26. ENGAGEMENT: Content – Web 2.0
Technologies
• Blog Example
“Although I do not think it
was easier than an essay, I
think I was more motivated
to put more effort into the
blog. It was actually fun.” –
CCJ 341 Student
Source: M. Fisher, 2009

27. ENGAGEMENT: Content - Interactive
Basics of Eye Anatomy

28. ENGAGEMENT: Content - Simulations
Examples
American Politics
(GovernmentInAction)
Anthropology (eLucy)
Nursing

29. ENGAGEMENT: Content - Storytelling

30. ENGAGEMENT: Peer - Discussions
• Stagger deadlines
• Use grading rubric and
feedback strategically
• Engaging Activity
• Avoid Questions with Yes/No
or Factual Answers
• Target Reflection, Analysis,
Evaluation, Problem-Solving

31. ENGAGEMENT: Online Group Work

32. QUESTIONS

33. RESOURCES
(1) FACULTY FOCUS
http://www.facultyfocus.com
(2) Minds Online: Teaching Effectively with Technology, by Michelle D. Miller
(3) MERLOT II – Multimedia Educational Resources for Learning and Online Teaching
https://www.merlot.org/merlot/index.htm
(4) PhET: Interactive Simulations
https://phet.colorado.edu

34. SOURCES
(1) Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain. (1956) New York: David McKay Co Inc.
(2) Cooper, Graham. (1998) Research into Cognitive Load Theory and Instructional
Design
(3) Fareeza, Marican, Senior Learning Designer. Basics of Chunking.
http://www.slideshare.net/FareezaM/basics-of-chunking
(4) Kelly, Rob. “Seven Guidelines for Designing Effective Course Pages for the
Online Classroom.” Facutly Focus: Higher Ed Teaching Strategies From Magna
Publications. June 18, 2013.
(5) Mayer, Richard. (2009) Multimedia Learning (2nd Edition). Cambridge
University Press
(6) Miller, Michelle D. (2014) Minds Online: Teaching Effectively with Technology.
Harvard University Press
(7) Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal
Design for Learning. (2002). ASCD:
http://www.cast.org/teachingeverystudent/ideas/tes/

35. THANK YOU!
Kenneth Silvestri
Project Manager
Allen Yarnell Center for Student Success
406.994.4951
Kenneth.silvestri@montana.edu