Instructional design for WWW (theoretical part - Lecture 3) Slava Kalyuga, Ph.D.

1. Instructional design for WWW(theoretical part - Lecture 3)Slava Kalyuga, Ph.D.

2. Content:Overview of our cognitive architectureCognitive load theory: Why some materials are difficult to learn?Cognitive theory of multimedia learning: How to design effective multimedia messages?Instructional design for complex learning:How to create a blueprint for efficient instruction?

3. Sensory Memory Working Memory Long Term Memory • Perceive incoming information • Attend to information • Limited capacity • Limited duration • Separate processors for visual and • auditory information   • Permanently store all knowledge • and skills in a hierarchical network • (schemas) • Unlimited capacity

4. Would prior knowledge influence the effects? Cognitive studies of expertise: our knowledge base in LTM is central to cognitive processing

5. Review of our cognitive architecture Knowledge base in LTM affects the way we process information in WMWM is very limited when dealing with novel informationWM has no known limits when dealing with information that has been organized and stored in LTM

6. Review of our cognitive architecture Knowledge base in LTM affects the way we solve problems Novices:search methods Experts: rapid retrieval and application of previously acquired LTM knowledge

7. What instruction is best for whom? (Expertise reversal effect) Instructional designs or procedures that are effective for novices may be ineffective for more expert learners

19. General instructional implication: Instructional techniques and procedures need to be tailored to levels of learner prior knowledge: adaptive learning environments

20. Adaptive tutorial in algebra

23. Instructional design implications: Use more worked-out examples (direct instruction) for novice learners As levels of learner knowledge increase, fade examples and use more problem-solving exercises and guided exploratory environments

24. Instructional design implications: Limit learner choices over instructional options for novice learners Allow learner control overs instructional options in more advanced courses when learners have sufficient related prior knowledge and skills Use most important instructional methods as default options

25. Instructional design implications: Always give learners the following options: to progress at their own pace to review prior topics/lessons to quit the program

26. Cognitive theory of multimedia learning (R. Mayer)

27. Two Metaphors of Learning Metaphor Definition Learner Teacher Goal of Media Information Adding Passive Information Deliver acquisition information information provider information; to memory receiver act as delivery vehicle Knowledge Building a Active Cognitive Provide construction coherent sense guide cognitive mental maker guidance; act structure as helpful communicator

28. Two Goals of Learning Goal Definition Test Example test item Remembering Ability to reproduce Retention Write down all you or recognize can remember from presented material the passage you just read. Understanding Ability to use Transfer List some ways to presented material improve the in novel situations reliability of the device you just read about.

29. Learning Outcomes Learning Cognitive Retention Transfer outcome description test score test score Rote learning Fragmented Good Poor knowledge Meaningful Integrated Good Good learning knowledge

30. Three Assumptions of a Cognitive Theory of Multimedia Learning Assumption Description Dual Humans possess separate channels for processing channels visual and auditory information. Limited Humans are limited in the amount of information capacity that they can process in each channel at one time. Active Humans engage in active learning by attending to processing relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge.

31. A Cognitive Theory of Multimedia Learning

32. Auditory/Verbal Channel Highlighted SENSORY LONG-TERM MULTIMEDIA WORKING MEMORY MEMORY MEMORY PRESENTATION selecting organizing Verbal Sounds Words Ears words words Model integrating Prior Prior Knowledge Knowledge selecting organizing Pictorial Images Pictures Eyes images images Model

33. SENSORY LONG-TERM MULTIMEDIA WORKING MEMORY MEMORY MEMORY selecting organizing Verbal Sounds Words Ears words words Model integrating Prior Prior Knowledge Knowledge selecting organizing Pictorial Images Pictures Eyes images images Model Visual/Pictorial Channel Highlighted

34. Words and pictures or words alone?

35. Downdrafts Ice crystals Freezing level Hailstones Raindrops Water droplets Updrafts Updrafts Warm moist air Wind gusts 1. Warm moist air rises, water vapor condenses and forms a cloud. 2. Raindrops and ice crystals drag air downward. Positively charged particles Negatively charged particles Branches Stepped leader Upward-moving leader 3. Negatively charged particles fall to the bottom of the cloud. 4. Two leaders meet, negatively charged particles rush from the cloud to the ground. Return stroke 5. Positively charged particles from the ground rush upward along the same path.

36. “Cool moist air moves over a warmer surface and becomes heated.” “Warmed moist air near the earth’s surface rises rapidly.” “As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud.” “The cloud’s top extends above the freezing level, so the upper portion of the cloud is composed of tiny ice crystals.” “Eventually, the water droplets and ice crystals become too large to be suspended by the updrafts.” “As raindrops and ice crystals fall through the cloud, they drag some of the air in the cloud downward, producing downdrafts.” “When downdrafts strike the ground, they spread out in all directions, producing the gusts of cool wind people feel just before the start of the rain.” “Within the cloud, the rising and falling air currents cause electrical charges to build.”

37. “The charge results from the collision of the cloud’s rising water droplets against heavier, falling pieces of ice.” “The negatively charged particles fall to the bottom of the cloud, and most of the positively charged particles rise to the top.” “A stepped leader of negative charges moves downward in a series of steps. It nears the ground.” “A positively charged leader travels up from such objects as trees and buildings.” “The two leaders generally meet about 165-feet above the ground.” “Negatively charged particles then rush from the cloud to the ground along the path created by the leaders. It is not very bright.” “As the leader stroke nears the ground, it induces an opposite charge, so positively charged particles from the ground rush upward along the same path.” “This upward motion of the current is the return stroke. It produces the bright light that people notice as a flash of lightning.”

38. Retention and Transfer Questions for the Lightning Lesson Retention Test Please write down all you can remember about how lightning works. Transfer Test What could you do to reduce the intensity of lightning? Suppose you see clouds in the sky but no lightning. Why not? What does air temperature have to do with lightning? What causes lightning?

42. When the handle is pulled up, the piston moves up, the inlet valve opens, the outlet valve closes and air enters the lower part of the cylinder. When the handle is pushed down, the piston moves down, the inlet valve closes, the outlet valve opens, and air moves out through the hose.

43. HANDLE As the rod is pulled out, As the rod is pushed in, air passes through the piston PISTON INLET VALVE OUTLET VALVE HOSE the inlet valve closes and the piston forces air through the outlet valve. and fills the area between the piston and the outlet valve.

44. “When the handle is pulled up, the piston moves up, the inlet valve opens, the outlet valve closes, and air enters the lower part of the cylinder.” “When the handle is pushed down, the piston moves down, the inlet valve closes, the outlet valve opens, and air moves out through the hose.”

45. Multimedia effect: People learn better from words and pictures than from words alone.