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Reducing Cognitive Overload:

"Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." ( Veenema & Gardner, 1996). Reducing Cognitive Overload:.

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Reducing Cognitive Overload:

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  1. "Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)

  2. Reducing Cognitive Overload: Jennifer J. Little, MLS, Reference/Instruction Librarian, The College at Brockport, State University of New York, jlittle@brockport.edu Anne M. Canale, MS CDIT, Independent Consultant, Instructional Design, Instructional Technology and E-learning, annemcanale@gmail.com Effective Integration of Web 2.0 Technologies Ed Tech Day 2010, Ithaca College, Ithaca, NY March 25, 2010

  3. Why do we care? • Instructional professionals need to know if Web 2.0 technologies support or disrupt learning. • New technologies • which ones support learning? • which ones trends-fads, the “bells & whistles”? • How do we create learning experiences that reduce CO, thus enhancing and improving learning?

  4. What is Cognitive Overload? • One’s cognitive capacity for learning is limited; often called information overload. • Often obvious: • Poorly designed • Disorganized • Irrelevant/redundant information • Aesthetically unappealing • Distracting; noisy; busy • Poor use of font/color/style

  5. Types of Cognitive Load • Intrinsic - amount of cognitive processing required to comprehend the material • Germane (relevant)- learner engaged in making sense of the material using familiar/new schema. • Extraneous (irrelevant)-amount of cognitive capacity used for cognitive processing is not relevant to the goals of instruction; does not contribute to learning (Mayer, 2008)

  6. Cognitive Load Theory • Learning principles - result in efficient instructional environments as a consequence of leveraging human cognitive learning processes. • Universal – all types of content, all delivery media, all learners. • Application-use fundamental tools of training (text, visuals, audio, technical content, soft skills); design; incorporate into all delivery platforms (print/online)

  7. Practical Applications

  8. http://dpgraph.com

  9. http://www.tltgroup.org/resources/blogs.htm

  10. http://libguides.wvu.edu/content.php?pid=23575&sid=221937

  11. "Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)

  12. Resources • http://cognitiveloadandweb20.pbworks.com/FrontPage

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