Implications of levels of learner expertise for instructional methods Slava Kalyuga

1. Implications of levels of learner expertise for instructional methodsSlava Kalyuga ICLEPS 29 August 2005

2. ContentBrief overview of our cognitive architectureOrganized knowledge base and cognitive loadWhat instructional methods are best for whom? (Expertise reversal effect)Instructional implications and research problems ICLEPS 29 August 2005

3. Review of our cognitive architecture Cognitive studies of expertise: Knowledge base in LTM is central to cognitive processing ICLEPS 29 August 2005

4. Review of our cognitive architecture Knowledge base in LTM affects the way we process information in WM and solve problems: Novices: weak problem-solving methods Experts: retrieval and application of previously acquired LTM knowledge structures ICLEPS 29 August 2005

5. Organized knowledge base and cognitive load WM is very limited when dealing with novel information(novices) WM has no known limits when dealing with information that has been organized and stored in LTM(experts) ICLEPS 29 August 2005

6. Organized knowledge base and cognitive load Long-Term Working Memory (LTWM) Executive function of LTM knowledge structures ICLEPS 29 August 2005

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 Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31 Kalyuga, S. (2005). Prior knowledge principle. Chapter in Cambridge Handbook of Multimedia Learning. Cambridge University Press. ICLEPS 29 August 2005

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13. What instruction is best for whom? (Expertise reversal effect) Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 1-11 ICLEPS 29 August 2005

14. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

15. What instruction is best for whom? (Expertise reversal effect) Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001).When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588. ICLEPS 29 August 2005

16. 5 . To cease operation of the light the stop push button is pressed. The circuit 2 . Pressing down the start push in the Starter is now open, the coil is no button closes the circuit and allows longer energised and the switch returns to the current to flow through the coil. its normal open position. Start Stop A N coil 1 . The Starter consists of a start push button, a stop . 3 . The energised coil closes push button and a switch the switch, which provides activated by the coil. an alternative closed circuit for the coil to that provided by the start push button. This circuit acts as a switch holding one: the start push light button now can be released 4 . The light is operational, as the without breaking the current closed switch provides a closed flow through the coil. circuit for it. ICLEPS 29 August 2005

17. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

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22. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

23. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

24. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

25. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23. ICLEPS 29 August 2005

26. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

27. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

28. What instruction is best for whom? (Expertise reversal effect) ICLEPS 29 August 2005

29. What instruction is best for whom? (Expertise reversal effect) Instructional techniques and procedures need to change dynamically with alterations in expertise. Previous ideas (Aptitude-Treatment Interactions) and recent developments. EARLI 2005: P. Ayres; R. Atkinson; R. Bruenken; A. Renkl; N. Schwartz. Mk ICLEPS 29 August 2005

30. What instruction is best for whom? (Expertise reversal effect) Adaptive learning environments (tutors in algebra and kinematics) were compared to equivalent tutors without real-time adaptation of instruction to the level of learner knowledge Kalyuga, S., & Sweller, J. (2004, 2005), Kalyuga (submitted) ICLEPS 29 August 2005

31. Instructional implications and research problems • more efficient instructional design • decisions (micro- a macro- levels) • adaptive e-learning with optimized • cognitive load (learning without ‘headache’): • efficiency-based approach • overcoming the narrow view of expertise • and organized knowledge structures • role of constructive (germane) cognitive • load and motivation in expertise acquisition ICLEPS 29 August 2005