Elearning week3
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The document discusses cognitive load theory and cognitive flexibility theory as they relate to e-learning. It explains that cognitive load theory is concerned with the relationship between the difficulty of content and a learner's ability to learn. It notes that learning is optimal when the cognitive load is aligned with human cognitive architecture. The document also describes the three types of cognitive load and how instructional designers can use this framework. Finally, it introduces cognitive flexibility theory, which focuses on advanced knowledge acquisition through representing concepts in multiple linked ways to promote flexible understanding across different contexts.
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This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
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3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
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- 1. E- LEARNING GOKUL K S DEPARTMENT OF COMPUTER SCIENCE CENTRAL UNIVERSITY OF TAMILNADU
- 2. COGNITIVE LOAD THEORY It is the relationship between load of the content and the ability of a learner to learn. Learning and Instruction. Performance degrades at the cognitive load extremes. Excessively low load (underload). Excessively high load (overload). Under conditions of both underload and overload, learners may cease to learn.
- 3. COGNITIVE LOAD THEORY CONT... CLT- Concerned with the learning of complex cognitive tasks. Learners are often overwhelmed by the number of information elements. Interactions that need to be processed simultaneously. Load theory implies: Instructional control. To attain meaningful learning in complex cognitive domains. Learning happens best under conditions that are aligned with human cognitive architecture.
- 4. THREE TYPES OF COGNITIVE LOAD Intrinsic information: within the text or curriculum, we don't need to go outside. , extraneous, and germane. Instructional designers to categorize information and activities as intrinsic, extraneous, or germane. Predict learning outcomes. A cognitive load that is germane for a novice may be extraneous for an expert.
- 5. COGNITIVE FLEXIBILITY THEORY Advanced knowledge acquisition. Massive Experience in the field/area. Learning stages:- Introductory->Intermediary->advanced stages. "The learners must attain a deeper understanding of content material reason with it, and apply it flexibly in diverse contexts".
- 6. many concepts interact conceptually therefore their patterns of combinations are inconsistent. Deficiencies in acquiring advance knowledge Ex: Medical students. Examples of Biomedical misconceptions: -Over Simplification of complex and irregular structure. -Over reliance....(Education is what remains after one has forgotten everything he learned in school- Einstein)
- 7. Advanced knowledge acquisition different from introductory learning. More Successful advanced knowledge acquisition in ill-structured. Cognitive Flexibility Theory use of multiple mental and pedagogical representations; the promotion of multiple alternative systems.
- 8. A computer hypertext approach that implements Cognitive Flexibility Theory. Discussion of one concept-> Other concepts embedded with text. "Advanced knowledge acquisition"- learning beyond the introductory stage for a subject area, comes with massive experience. Neglected intermediate stage the aims and means of advanced knowledge acquisition different.