The document discusses micro learning objects and cognitive science principles for learning. It describes experiments where participants were given information about cars and either had focused or distracted thinking. It also discusses cognitive processing and channels for audio, visual, and synthesis. Principles for effective learning are outlined, including using words and graphics, presenting words as audio rather than text, avoiding redundancy, using a personalized conversational style, and breaking lessons into bite-sized segments. Micro learning objects are defined as being segmented, personalized, using multimedia effectively, and not being redundant.

1. Micro Learning Objects: What, Why and How.

2. Cognitive Science and Learning

3. Making Decisions: Buying a Car! 4 variables Group A: Focused Thinking Group B: Distracted Thinking Random Group Random Group Given 4 pieces of Information about 4 Cars Given 4 pieces of Information about 4 Cars Given 4 minutes to think about the information Distracted for 4 minutes with word puzzles Asked to choose the best car. Asked to choose the best car.

4. Making Decisions: Buying a Car! 12 variables Group A: Focused Thinking Group B: Distracted Thinking Random Group Random Group Given 12 pieces of Information about 4 Cars Given 12 pieces of Information about 4 Cars Given 4 minutes to think about the information Distracted for 4 minutes with word puzzles Asked to choose the best car. Asked to choose the best car.

5. Dijksterhuis, A., Bos, M.W., Nordgren, L.F., & van Baaren, R.B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007. http://www.unconsciouslab.com/index.php?page=People&subpage=Ap%20Dijksterhuis

6. We could talk about the implications of unconscious thought theory (UTT) here, but we won’t. The buying car thought experiment was the best example that I had at hand to illustrate “COGNITIVE LOAD.”

7. Cognitive processing is in play when we learn. 1. Audio (your ears) 2. Visual (your eyes) 3. Synthesis (thinking)

8. Metaphor: Computer Processing RAM Hard Drive Random Access Memory Long Term Storage

9. Stuff Channels Processing New Stimuli Previous Learning Clark, Ruth and Richard Mayer E-Learning and the Science of Instruction Page 35

10. Stuff Channels Processing New Stimulus Previous Learning When you add too much here (or things that conflict) you steal processing power from working memory! This is Extraneous Processing!

11. Multimedia Principle! Use words and graphics rather than words alone* * Some graphics are better than others

12. Modality Principle! Present words as audio narration, rather than on-screen text.

13. Redundancy Principle!* Explain Visuals with words in audio OR text, not both. * In Will-speak, “the business meeting with a bad powerpoint presentation principle!”

14. Personalization Principle! Use conversational style rather than formal style.

15. Segmentation Principle! Break a continuous lesson into bite-size segments That is what we do as teachers at KU! We supplement the curriculum! JUST IN TIME!

16. Micro Learning Object! 1 Segmented! Personalized! 2 4 5 Uses Text and Graphics,or audio instead of text! This represents an object! Isn’t Redundant! 3 Personalization Principle Segmentation Principle Redundancy Principle Multimedia Principle Modality Principle