EDUC 631 - Cognitive Load Theory

EDUC 631 - Foundation of Educ Tech Online Learning


Cognitive Load Theory 

My YouTube Video on Cognitive Load Theory

https://youtu.be/azVqteHTAGY?t=9s

Cognitive Load Theory

This week’s video discussion is on Cognitive Load Theory which is how people’s memory is affected by information overload.  This week’s presentation provided information on G. A. Miller’s theory who believed the Cognitive Load Theory is how most people are limited to processing less than 9 elements of information at once. One of the examples given was people can remember a 7-digit telephone number; however, the three-digit area code is considered a different element or piece of information that is processed and stored separate.

There are two types of incoming information; Visual information and Auditory information and most people become fatigue with too much auditory information such as long lectures; but can withstand visual information longer without fatigue. When people start processing Visual and Auditory information it goes into Working Memory; however, when information is learned it is stored in Long Term Memory. Which is where permanent knowledge and skills are stored.

Amazingly, the brain knows how to retrieve the information from Long Term Memory. It is imperative to understand how the cognitive load theory affects learner; because too much information at once can get lost or thrown out and never go into long-term memory and the student never learns that information.

Educators and trainers need to understand the limitation of working memory because information can be lost if not rehearsed and stored in long-term memory. When I teach new concepts, I provide guided assignments, followed by independent assignment, and then an assessment. In my current position, I work with students who have always struggled with learning. It is amazing for me to see them learn things that are not academic (rehearsal takes place) and they have a difficult time learning what is needed. It seems they make a choice or they decide academic progress is not important.  

References

Liberty University. (2017). Instructional design: A primer [Video file]. Retrieved from https://learn.liberty.edu/bbcswebdav/pid-16141959-dt-content-rid-139729798_1/courses/EDUC631_B03_201720/EDUC%20631/Wk%203%20Instructional%20Design%20%28LMS%29/res/index.html

Spector, J. M., & Merrill, M. D. (2014). Neuroscience and learning. In Handbook of research on educational communications and technology (4th ed., pp. 51-75). New York, NY: Springer.

Spector, J. M., & Merrill, M. D. (2014). Research Paradigms and Perspectives on Learning. In Handbook of research on educational communications and technology (4th ed., pp. 26). New York, NY: Springer

EDUC 633 - Gagnè's Instructional Design Theory

Principles of Design & Mgmt. in Distance Education - Gagnè's Instructional Design Theory

My Video on Gagnè's Instructional Design Theory

https://youtu.be/jdEtY2TLbQY

Gagnè's Instructional Design Theory

For this blog post, I choose the Gagnè's Instructional Design Theory. Robert Gagnè recorded his instructional theory in his book “The Condition for Learning”.  His theory is based on nine events of instructions and they are:

·         Gain attention

·         Inform learners of objectives

·         Stimulate recall of prior learning

·         Present the content

·         Provide “learning guidance”

·         Elicit performance (practice)

·         Provide feedback

·         Assess performance

·         Enhance retention and transfer to the job (University of Florida, 2017)

Robert M. Gagné made a lasting mark on the field of education in curriculum design. His contributions are recognized and were integrated into instructional planning; His instructional design found its place in several other fields including the military, the medical field, engineering, and, leadership (Tough, 2012).

Gagne's Instructional Design provides several opportunities to the learner to gain an understanding of the lesson or material being taught using guided learning, independent practice, feedback, and review of the lesson. These opportunities tend to benefit the Below Average student because it allows more time on the lesson or material covered. This group of students would have the patience to go through the nine steps. In comparison, the Above Average student may become distracted and feel no need for the nine steps of this module (University of Florida. (2017).  

According to Tough (2012), the instructions must be intentional and arranged by the teacher for the learning process to be effective. Yes, this design would take effort and purpose to prepare but it would prove effective for learners.  There are many strengths to this model; however, a weakness that may be difficult is the stimulate recall of prior learning to an online learning class.

Based on the nine events of Gagne’s Instructional Design Theory, I would use the nine events in three groups. Group 1 Introduction; I would begin the online instructional unit with a “Set”; something that would catch their attention to draw the students into the lesson. Then, I would provide the unit’s goals and learning objectives. I would remind the students to reflect and recall previous learned information that has already been covered. Group 2 Lesson; I would present the lesson, provide a guided assignment, and then the elicit performance (independent practice). Group 3 Evaluation; I would provide feedback, assess their work, test the students to see if they have retained the information and if its transferable.

References

Tough, D. (2012). A focus on Robert Gagné's instructional theories: Application to teaching audio engineering. MEIEA Journal, 12(1), 209-220. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docview/1518285846?accountid=12085

University of Florida. (2017). Gagne’s 9 events of instruction. Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

EDUC 631 - Computer-Supported Collaborative Learning (CSCL)

EDUC 631 - Foundation of Educ Tech Online Learning

Computer-Supported Collaborative Learning (CSCL) 

My YouTube Video on CSCL

https://youtu.be/Tav2lrzUpNE

Computer-Supported Collaborative Learning

For this week, I choose Computer-Supported Collaborative Learning (CSCL) for my blog post. Computer-supported collaborative learning is not a recent innovation. Back in the early 2000s, while working at Sprint we used NetMeeting for our train-the-trainer classes. We used it for training, meetings, and transferring of information and changes. NetMeeting allowed us to collaborate and train individuals that were in different states in the USA. This was a form of CSCL and it was an excellent tool; plus, it saved a lot of travel expenses which also decrease the cost of training. The goal of Computer-Supported Collaborative Learning is for two or more people to work or learn together in the same building and in different locations with the use of technology (Jeong, 2016).

The implementation of CSCL in educational or corporate structures begins with

ü  Having the required technology that can support the model of Computer Supported Collaborative Learning. 

ü  Involving people with diverse experiences to provide reliable input.

ü  Having effective communication and strong cooperation between all team members or partners involved.

ü  Running a pilot test, to see how the model works.

ü  The pilot test, should be followed by a wider pilot project

·         guided by a clear plan

·         and strong objectives for evaluation before considering a large-scale implementation (Renzi & Klobas, 2000)

ü  Implementation of CSCL into corporate structures require culture change;

·         employees need to adopt the idea that collaboration is a good thing and much can be learned and using CSCL is cost efficient (Dobson & Gros,  2001).

An implementation of CSCL will allow teachers, students, and employees of companies to communicate, share resources, monitor and regulate collaborative learning, and build teams that will engage in joint task and productive learning processes (Jeong, 2016).

References

Dobson, M., & Gros, B. (2001). Organisational computer supported collaborative learning: the affect of context. Computers in Human Behavior, 17(5-6), 431-437. doi:10.1016/s0747-5632(01)00022-x

Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? how can technologies help? Educational Psychologist, 51(2), 247-265. doi:10.1080/00461520.2016.1158654

Renzi, S., & Klobas, J. (2000). Steps toward computer-supported collaborative learning for large classes. Educational Technology and Society, 3(3), 317-328. Retrieved from http://www.ifets.info/journals/3_3/d07.pdf

Introduction

EDUC 633 - Principles of Design & Mgmt. in Distance Education

My EDUC 633 course first assignment required me to create a blog and to do a introduction video. I created the video and failed to create this blog.

Apparently, I got the horse before the cart. I have hooked them up the right way and going forward I will use this blog website to post my discussion board video post.

Please see my introduction video hyperlink below.

Evonne Dantzler's Introduction Video