icleps 29 august 2005 implications of levels of learner expertise for instructional methods slava...

ICLEPS 29 August 2005

Implications of levels of learner expertise for instructional methods

Slava Kalyuga


Content

Brief overview of our cognitive architecture

Organized knowledge base and cognitive load

What instructional methods are best for whom? (Expertise reversal effect)

Instructional implications and research problems


Review of our cognitive architecture

Cognitive studies of expertise:

Knowledge base in LTM is central to cognitive processing


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



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)



Long-Term Working Memory (LTWM)

Executive function of LTM knowledge

structures


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.



Novices Experts

limited guidance format

full guidance format

Diagram with text vs diagram-only

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 1-11


Novices Experts

4

2

6

8

Novices Experts

4

2

6

Performance Mental effort

diagram with auditory text

diagram only



Novices Experts

4

2

6

Diagram with integrated visual text vs diagram-only

Novices Experts

4

2

6

8Worked examplesvsdiscovery learning

Novices Experts

4

2

6

8Worked examplesvsproblem solving

10

I

I I


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.


A N

switch

coil

light

1 . The Starter consists of

a start push button, a stop

push button and a switch

activated by the coil.

2 . Pressing down the start push

button closes the circuit and allows

the current to flow through the coil.

. 3 . The energised coil closes

the switch, which provides

an alternative closed circuit

for the coil to that provided

by the start push button.

This circuit acts as a

holding one: the start push

button now can be released

without breaking the current

flow through the coil.

4 . The light is operational, as the

closed switch provides a closed

circuit for it.

5 . To cease operation of the light the

stop push button is pressed. The circuit

in the Starter is now open, the coil is no

longer energised and the switch returns to

its normal open position.Start

Stop


Novices Experts

4

2

6

Novices Experts

4

2

6


diagram with integrated text

diagram only



Novices Experts

4

2

6

8

10

I

I I

Novices Experts

4

6

I

4

6

I I


worked examples

problem solving



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


Novices Experts

4

2

6

8

Novices Experts

4

2

6


worked examples

exploratory learning



Full guidance format

Performance test

STAGE 1

Limited guidance format

Mental effort rating

INTENSIVE TRAINING SESSIONS

Full guidance format

Limited guidance format

Performance test

Mental effort rating

STAGE 2

NOVICES EXPERTS



Novices Experts

Instruction-based guidance

Schema-based guidance

Instruction-based guidance

Novices Experts

Schema-based guidance

problem solving search

cross-referencing of schemas and instructions



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



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)



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 implications of levels of learner expertise for instructional methods slava...

Documents

ltm experts icleps

learner expertise

levels of expertise

ltm knowledge structuresicleps

cognitive processingicleps

cognitive load wm

prior knowledge principle

expert learners kalyuga