1 / 39

The myth of multitasking

The myth of multitasking. An introduction to cognitive learning theories and their implications for teaching staff and students. Learning objectives:. The learner will be able to: Describe components of memory and the methods by which information is processed and stored for future application

kato-dyer
Download Presentation

The myth of multitasking

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The myth of multitasking An introduction to cognitive learning theories and their implications for teaching staff and students

  2. Learning objectives: • The learner will be able to: • Describe components of memory and the methods by which information is processed and stored for future application • Explain the principles of cognitive load theory • The three components • Implications of overload • Analyze a learning situation for potential pitfalls and appropriate instructional methods based on cognitive theories of learning

  3. Big Picture

  4. The information processing system Working Memory Sensory Memory Long-term Memory

  5. IPS Capacity

  6. Chunking and The magic number

  7. Don’t believe me? • Miller, G. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. The Psychological Review, 63(2). 81-97 • Doumont, J. (2002). Magical numbers: the seven-plus-or-minus-two myth. IEEE Transactions on Professional Communication, 45(2). 123-127 • Gobet, F., Clarkson, G. (2004). Chunks in expert memory: evidence for the magical number four… or is it two? Memory, 12(6) 732-747, DOI 10.1080/09658210344000530

  8. Working to long-term memory

  9. What to do • Know your audience • Engage audible and visual senses • Allow processing/review time • Teach study tactics for new vocabulary/facts/etc. • Quizzes, mnemonics, flash cards

  10. Cognitive load theory: big picture • You can only focus on one cognitive task at a time • You have a finite amount of cognitive capacity • Overload = no learning

  11. Three components

  12. Cognitive load theory (CLT) If load exceeds capacity, then learning stops

  13. Ways to handle cognitive load:

  14. Goal-Free Learning • Goal-specific problems vs. goal-free problems • Goal-specific = highly scripted, process-oriented • Goal-free = solution-oriented • Example: • Goal-specific: • Find the value of ∠SRP • Goal-free: • Find the values of as many angles as possible:

  15. Worked Examples and Completion

  16. Modality and Redundancy

  17. Avoiding Split Attention Embedded Text

  18. Tarmizi, R.A. and Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80 (4) 424-436

  19. Want to know more? • Kirschner, P, Kirschner, F., Paas, F. (2009). Cognitive Load Theory. Education.com Retrieved from www.education.com/reference/article/cognitive-load-theory • Sweller, J. (2009). Cognitive bases of Human Creativity. Education Psychology Review, 21. 11-19. • Kalyuga, S. (2009). Instructional designs for the development of transferable knowledge and skills: a cognitive load perspective. Computers in Human Behavior, 25. 332-338 • Sweller, J., Ayres, P., Kalyuga, S. (2011). Cognitive Load Theory: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer

  20. Common problems of direct instruction

  21. Seductive Details AVOID DISTRACTING ELEMENTS

  22. Segmentation

  23. Cognitive capacity as a vessel

  24. Myths of learning Multitasking, learning styles, and digital learners

  25. Multitasking • You can’t cognitively attend to multiple tasks simultaneously • Serial tasking – switching between multiple tasks • Serial tasking is less efficient than single task attention

  26. Don’t believe me? • Break into pairs • Choose a timekeeper • Choose a person to write – use lined paper and pencil/pen • Step 1: On “GO!” write the passage on a line. Then write a number below for each letter. • THIS • 1234 • “Multitasking is worse than a lie”. • Record time • Step 2: Alternate writing between letters and numbers • Compare the times

  27. Still don’t believe me? • Wang, Z., Tchernev, J. (2012). The “myth” of media multitasking: reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62. 493-513 • Loukopoulos, l.D., Dismukes, R.K., Barshi, I. (2009). The multitasking myth: handling complexity in real-world operations. Burlington, VT. Ashgate Publishing. 188 pages. • Crewnshaw, D. (2008). The myth of multitasking: how “doing it all” gets nothing done. Jossey-Bass.

  28. The myth of learning styles

  29. Key points • But it seemed to work…? • Increased self-examination of practice is always beneficial • Not a refute of Gardner’s multiple intelligences • Not everything that we prefer is what is best for us • Perception can affect effort • Match strategies to content, not students

  30. Don’t believe me? • Roher, D., Pashler. H. (2012). Learning styles: where’s the evidence? Medical Education, 46 (7). 634-635. DOI: 10.1111/j.1365- 2923.2012.04273.x • Salomon, G. (1984). Television is “easy” and print is “tough”: the differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Education Psychology, 76(4). 647-658

  31. The myth of the digital learner • Increased use Increased skill • Shallow skill level • Social interaction • Old skills applied to new medium

  32. Don’t Believe me? • Margaryan, A., Littlejohn, A., Vojt, G. (2010) Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56. 429-440 • Sanchez, J., Salinas, A., Contreras, D., Meyer, E. (2001). Does the new digital generation of learners exist? A qualitative study. British Journal of Educational Technology, 42(4). 543-556 • Selwin, N. (2009). The digital native – myth and reality. Aslib Proceedings: New Information Perspectives, 61(4). 364-379

  33. CLT and pedagogy How to choose the right tool for the job…

  34. Direct instruction & CLT

  35. Collaborative learning & CLT

  36. Inquiry-based learning & CLT

  37. Comments and questions • Time permitting….. • James McKenna • McKenna_James@lacoe.edu – email for a link to a VoiceThread for this presentation

  38. Thank you for your attention!

More Related