09/01/20161 re-thinking knowledge. 09/01/20162 knowledge knowledge and information information...
TRANSCRIPT
![Page 1: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/1.jpg)
21/04/23 1
Re-thinking knowledge
![Page 2: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/2.jpg)
21/04/23 2
Knowledge
Knowledge and Information
Information transfer
Knowledge induction
• Information transfer
• Reshaping individuals knowledge
![Page 3: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/3.jpg)
21/04/23 4
Inert knowledge
Not used Considered irrelevant for the situation Information did not evolve into knowledge
![Page 4: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/4.jpg)
21/04/23 5
Memory and congitive load - Source: LTE University Florence
![Page 5: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/5.jpg)
21/04/23 6
Memory and Cognitive loadJohn Sweller
The purpose of this theory is highlighting characteristics and shortfalls of human memory; the aim is the development of more effective method for the assimilation of traditional and/or multimedia study materials.
Indeed, any effective teaching can be developed only taking into account students cognitive abilities, paying special attention to the key functions of memory and to its limitations.
![Page 6: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/6.jpg)
21/04/23 7
Inco
min
g st
imu
la
Sensorial Memories
Sight
Hearing
Touch
Taste
Smell
Selective Attention
Working Memory
Long-term Memory
Memorization
Salvage Oblivion
Cognitive load
![Page 7: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/7.jpg)
21/04/23 8
System deficits
Information can be stored only in the long-term memory. Before being stored or used by the long-term memory, information needs to be processed by the working memory.
But the working memory is extremely unsatisfactory both in its storage capacity (information processed per unit of time) and duration of storage period.
In some circumstances, these information can impair knowledge
Cognitive load
![Page 8: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/8.jpg)
21/04/23 9
Edge of memory: characteristics
Working Memory
Long-term Meory
Memorization
Salvage
7 +/- 2 elements for temporary memorization
2/4 elements for processing
Cognitive load
![Page 9: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/9.jpg)
21/04/23 10
Support offered by mental frames
Working Memory
Long-term Memory
Memorization
Salvage
MENTAL FRAMES
Complexity
Automaticity
Cognitive load
![Page 10: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/10.jpg)
21/04/23 11
Example 1
Pick the correct information
1 – The grandfather of my father’s brother is the son of my grandfather's brother.
2 – The grandfather of my father’s brother is the father of my grandfather’s brother.
Cognitive load
![Page 11: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/11.jpg)
21/04/23 12
1 – The grandfather of my father’s brother is the son of my grandfather's brother (false)2 – The grandfather of my father’s brother is the father of my grandfather’s brother (true)
My great grandfather
My grandfather
My grandfather’s brother
My father My father’s brother The son of my grandfather’s brother
Me
Carico cognitivo
Start from here
![Page 12: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/12.jpg)
21/04/23 13
Starting from a list to memorize: 5 8 1 2 1 5 1 9 2 2 2 6
Example 2
A method to schematization:1 (3 times) 2 (4 times) 5 (2 times) 6 8 9
An example of pattern detection:5 8 12 15 19 22 26 29 33 36 40
A method of schematization:
Starting from 5 add sequentially 3 and 4 (Pattern)
Cognitive load
![Page 13: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/13.jpg)
21/04/23 14
Elements into playStudent’s Expertise
Contents complexity
Didactic methods
Cognitive load
![Page 14: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/14.jpg)
21/04/23 15
Three types of cognitive loads
Intrinsic cognitive load Determined by interaction of type of didactic materials and level of student’s expertise
Extraneous cognitive load Associated to processes not strictly related to the learning mechanism, and can be modified in the didactic method
Relevant cognitive loadAssociated to processes strictly related to the learning mechanism as a mental frames building process.
Carico load
![Page 15: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/15.jpg)
21/04/23 16
The three types of cognitive loads are additiveHaving limited mental resources available, it’s necessary to decide how to distribute the cognitive lead among its three components.
Intrinsic Cognitive Load
Extraneous Cognitive Load
Relevant Cognitive Load
Total cognitive capacity
Intrinsic Cognitive Load
Extraneous Cognitive Load
Relevant Cognitive Load
Total cognitive capacity
Cognitive load
![Page 16: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/16.jpg)
21/04/23 17
Decrease
Intrinsic cognitive load
chunking
sequencing
pacing
Cognitive load
![Page 17: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/17.jpg)
21/04/23 18
Decrease
Extraneous cognitive load
Avoid:
• inappropriate examples
• overload of visual and auditory component
• irrelevant information
Cognitive load
![Page 18: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/18.jpg)
21/04/23 19
Increase
Relevant cognitive load
Encourage
• mental frames building
• number of problems to solve
• put in practice the acquired knowledge
Cognitive load
![Page 19: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/19.jpg)
21/04/23 20
Memorization of information and knowledge
Tulving has advanced the hypothesis of at least three memory systems for processing different kind of information:
• the episodic memory
• the procedural memory
• the semantic memory
![Page 20: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/20.jpg)
21/04/23 21
Episodic memory
Our personal memories are related to episods, facts and experiences we are living.
![Page 21: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/21.jpg)
21/04/23 22
The procedural memory is the memory system underneeth actions that require deftness: Explicit knowledge: what we are aware of knowing. Tacit knowledge: what we know without being aware
of.
Procedural memory
![Page 22: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/22.jpg)
04/21/23 23
SEMANTIC MEMORY
General knowledge we have, built as a result of deduction and induction processes in specific episodes; it is made of schemes, models, paradigms, propositions, programs, scripts. It starts building during the second year of life.
![Page 23: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/23.jpg)
21/04/23 24
Empisodic memory Semantic memory
![Page 24: 09/01/20161 Re-thinking knowledge. 09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping](https://reader035.vdocuments.net/reader035/viewer/2022062315/5697c01d1a28abf838cd0b6b/html5/thumbnails/24.jpg)
21/04/23 25
Empower your mind with the wont of doubt and your heart with the one of tolerance.