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- 1. Instruction for Instructional Designers!<br />Cognitive Load Theory<br />For<br />DUMMIES<br />Create instruction that optimizes learner’s intellectual performance<br />A Referencefor theRest of Us!<br />Greg Francom, Carolina Robinsonand Jessica Wals<br />
- 2. Cognitive Architecture<br /><ul><li>Short-term memory
- 3. Long-term memory
- 4. Element interactivity</li></li></ul><li>Types of Cognitive Load<br /><ul><li>Intrinsic – All subjects have an inherent level of difficulty.
- 5. Extraneous – Elements that are outside of the bare bones necessary to teach a concept.
- 6. Germane – The amount of effort that is devoted to developing schemata.</li></li></ul><li>Researchers and Contributions<br />Jeroen van MeriënboerOpen Universiteit Nederland<br /> John SwellerUniversity of NSW, Australia<br /><ul><li>The Four-Component Instructional Design model or 4C/ID-model
- 7. Formulated Cognitive Load Theory
- 8. Research based on cognitive factors in instructional design with emphasis on instructional implications of working memory.</li></li></ul><li>Researchers and Contributions<br />Paul ChandlerUniversity of Wollongong, AU<br />Fred PaasOpen Universiteit Nederland<br /><ul><li>International Expert on cognition and learning
- 9. Cognitive Load Measurement as a Means to Advance Cognitive Load Theory</li></li></ul><li>IMD Guidelines<br />Example<br />Goal Specificity (Goal Free Problems)<br />Avoid stating the goal when presenting the concepts.<br />Bad Example: <br /> if y = x +6, z = 6, find the value of y<br />Good Example:<br /> if y = x +6, z = 6, find what you can<br />
- 10. IMD Guidelines<br />Worked Examples<br />Example for teaching Algebra<br />Following the numbered sequence, first study the worked example, then cover it, and attempt to solve the associated problem.<br />For each of the following, solve for 'a'.<br /><ul><li>Step-by-step procedures in order to solve problem
- 11. Contain specific information that equates to schema and automation.</li></li></ul><li>IMD Guidelines<br />Completion Tasks<br />Example<br /><ul><li>Given State
- 12. Goal State
- 13. Partial Solution</li></ul>Other IMD Guidelines <br /><ul><li>Split attention
- 14. Redundancy
- 15. Modality & Variability</li></li></ul><li>Questions? <br />References<br /><ul><li>Van Merriënboer, J. J. G., Luursema, J. J., Kingma, H., Houweling, F., & de Vries, A. P. (1995). Fuzzy logic instructional models: The dynamic construction of programming assignments in CASCO. (R. D. Tennyson & A. E. Barron, Eds.) Automating instructional design: Computer-based development and delivery tools, 265-302.
- 16. http://usaoll.org/iddtheorywb/htmlcognitiveload/implications.htm
- 17. http://en.wikipedia.org/wiki/Cognitive_load
- 18. http://education.arts.unsw.edu.au/staff/sweller/clt/index.html
- 19. http://en.wikipedia.org/wiki/Worked-example_effect</li>

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