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Understanding How we Learn
Psychological Reasons for Segmenting Principle  ,[object Object]
[object Object],I have to read all this and have a report ready by tomorrow????!!!!
[object Object]
[object Object]
[object Object]
[object Object],[object Object],How to Get to Microsoft Word GOOD ,[object Object],[object Object],[object Object],[object Object],[object Object],How to Get to Microsoft Word BAD ,[object Object],[object Object]
[object Object],[object Object]
Psychological Reasons for the Pretraining Principle Pretraining can prevent future cognitive learning overload   Pretraining helps learner to manage cognitive processing Pretraining allows the learner to redistribute information
Cognitive Learning Theory Concept Map
 
The learner needs to attend to new relevant material for a successful e-learning experience
New Relevant Material The learner needs to make sense of new relevant material
The learner must connect new material to prior knowledge STM LTM
Pretraining principles need to be implemented for a  successful cognitive processing experience, in the present and in the future when additional material is introduced
Introductory Lesson Implement cognitive load reduction by introducing new material in an introductory lesson
Pretraining allows for: Cognitive load reduction Stored knowledge to be retrieved from LTM when needed STM LTM
Evidence for Breaking a Continuous Lesson into Bite Size Segments   ,[object Object]
Evidence for Breaking a Continuous Lesson into Bite Size Segments   ,[object Object]
Evidence for Breaking a Continuous Lesson into Bite Size Segments   ,[object Object]
Break up your story into digestible bites in the Slide Sorter view
Break a Continuous Lesson into Bite-Sized Segments
Lesson Overload Categorize the information of the topic. Is the information able to be presented clearly to someone who knows nothing about the topic? It’s a step-by-step process like writing a recipe with a tasty, satisfying and digestible outcome.  Segmenting Principle – break complex lesson into   smaller parts  Don’t leave out any steps.   Break the lesson up into manageable segments
Lesson Example: How to Log In This is a three step lesson presentation for logging in to a computer. 1 topic = 3 steps Last, you have the option to tell your computer whether you want it to remember your password by clicking the  Remember my password  box or not. Then click the  OK  box to continue the log in process to your computer or  Cancel  to abort log in process. Then type in your password in the Password box. You will not see your text password, but dots indicating the number of symbols used. A good password will have nothing to do with your username and mix numerals with letters. When your log in screen box is visible, type in your User Name in the box with the person icon in it. karin.king karin.king ********
Evidence for Providing Pretraining in Key Concepts  ,[object Object],[object Object]
Evidence for Providing Pretraining in Key Concepts ,[object Object],[object Object],[object Object],(Mayer, Mathias, and Wetzell, 2002)
Evidence for Providing Pretraining in Key Concepts Based on data from Mayer, Mathias, and Wetzell, 2002.
Evidence for Providing Pretraining in Key Concepts ,[object Object],[object Object],[object Object],(Pollock, Chandler, & Sweller, 2002)
What We Don’t Know ,[object Object],Picture Retrieved from- http://www.cs.duke.edu/research/graphic_front/research_front.jpg
We Still Don’t know ,[object Object],[object Object],[object Object],Picture retrieved from- http://www.justinspaintings.com/images/p309_OrangeSegment.jpg
Mysteries of Pretraining ,[object Object],[object Object],Picture Retrieved From- http://forpd.ucf.edu/newsletter/word-wall.gif
Final Thoughts ,[object Object],[object Object]
Additional Final Thoughts ,[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object]

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Group Bfinalppt

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  • 9. Psychological Reasons for the Pretraining Principle Pretraining can prevent future cognitive learning overload Pretraining helps learner to manage cognitive processing Pretraining allows the learner to redistribute information
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  • 12. The learner needs to attend to new relevant material for a successful e-learning experience
  • 13. New Relevant Material The learner needs to make sense of new relevant material
  • 14. The learner must connect new material to prior knowledge STM LTM
  • 15. Pretraining principles need to be implemented for a successful cognitive processing experience, in the present and in the future when additional material is introduced
  • 16. Introductory Lesson Implement cognitive load reduction by introducing new material in an introductory lesson
  • 17. Pretraining allows for: Cognitive load reduction Stored knowledge to be retrieved from LTM when needed STM LTM
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  • 21. Break up your story into digestible bites in the Slide Sorter view
  • 22. Break a Continuous Lesson into Bite-Sized Segments
  • 23. Lesson Overload Categorize the information of the topic. Is the information able to be presented clearly to someone who knows nothing about the topic? It’s a step-by-step process like writing a recipe with a tasty, satisfying and digestible outcome.  Segmenting Principle – break complex lesson into smaller parts  Don’t leave out any steps.  Break the lesson up into manageable segments
  • 24. Lesson Example: How to Log In This is a three step lesson presentation for logging in to a computer. 1 topic = 3 steps Last, you have the option to tell your computer whether you want it to remember your password by clicking the Remember my password box or not. Then click the OK box to continue the log in process to your computer or Cancel to abort log in process. Then type in your password in the Password box. You will not see your text password, but dots indicating the number of symbols used. A good password will have nothing to do with your username and mix numerals with letters. When your log in screen box is visible, type in your User Name in the box with the person icon in it. karin.king karin.king ********
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  • 27. Evidence for Providing Pretraining in Key Concepts Based on data from Mayer, Mathias, and Wetzell, 2002.
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