Chapter 2 Presentation

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Chapter 2 Presentation

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

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