lc lo sample
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Micro Learning Objects:
What, Why and How.
Cognitive Science and Learning
Making Decisions:Buying a Car!
Random Group
Given 4 pieces of Information about 4 Cars
Given 4 minutes to think about the information
Asked to choose the best car.
Random Group
Given 4 pieces of Information about 4 Cars
Distracted for 4 minutes with word puzzles
Asked to choose the best car.
Group A: Focused Thinking Group B: Distracted Thinking
4 variables
Making Decisions:Buying a Car!
Random Group
Given 12 pieces of Information about 4 Cars
Given 4 minutes to think about the information
Asked to choose the best car.
Random Group
Given 12 pieces of Information about 4 Cars
Distracted for 4 minutes with word puzzles
Asked to choose the best car.
Group A: Focused Thinking Group B: Distracted Thinking
12 variables
Dijksterhuis, A., Bos, M.W., Nordgren, L.F., & van Baaren, R.B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007.
http://www.unconsciouslab.com/index.php?page=People&subpage=Ap%20Dijksterhuis
We could talk about the implicationsof unconscious thought theory (UTT)here, but we won’t.
The buying car thought experimentwas the best example that I had at handto illustrate “COGNITIVE LOAD.”
Cognitive processing is in play when we learn.
1. Audio (your ears) 2. Visual (your eyes) 3. Synthesis (thinking)
RAM Hard Drive
Random Access Memory Long Term Storage
Metaphor: Computer Processing
Clark, Ruth and Richard MayerE-Learning and the Science of InstructionPage 35
Stuff Channels Processing New Stimuli Previous Learning
Stuff Channels Processing New Stimulus Previous Learning
When you add too muchhere (or things that conflict)you steal processing powerfrom working memory!
This is Extraneous Processing!
Multimedia Principle!
Use words and graphics rather than words alone*
* Some graphics are better than others
Modality Principle!
Present words as audio narration, rather than on-screen text.
Redundancy Principle!*
Explain Visuals with words in audio OR text, not both.
* In Will-speak, “the business meeting with a bad powerpoint presentation principle!”
Personalization Principle!
Use conversational style rather than formal style.
Segmentation Principle!
Break a continuous lesson into bite-size segments
That is what we do as teachers at KU!
We supplement the curriculum!
JUST IN TIME!
Micro Learning Object!
This represents an object!
Personalize
d! Segmented!
Uses Text
and Graphics,
or audio in
stead of te
xt!Isn’t Redundant!
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1. Personalization Principle2. Segmentation Principle3. Redundancy Principle4. Multimedia Principle5. Modality Principle