Cognitive Psychology Seminar: Reconsidering Cognitive Load

If the fun from yesterday with the graphic communications majors at Clemson University wasn’t enough, today, I get to discuss cognitive load theory and web based instruction with graduate students and faculty in the Psychology department here at the university. I’m a little nervous about this talk, because I haven’t presented this before. This is a line of significant research for my colleague and friend Dr. Jongpil Cheon at Texas Tech University. So, I am piggy-backing on his great work.

If any of the students and faculty drop by to take a look or download the slides, feel free to leave a comment below.  I’d love to have your feedback on our research.

Below is an abstract of the presentation and the slides for Slideshare.net to go with the talk.

Abstract
This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load types. Since measurement of mental effort does not cover all types of cognitive load, a new way of isolating different loads is required. Previous studies have focused on designing interface to reduce extraneous cognitive load. However, interface may have the potential to enhance germane cognitive load because learners may construct their knowledge schemata with interface layouts.

If you’re creating instruction for the Web, you better be doing these 4 things

I’ve had the opportunity to experience the field of education from a few different perspectives.  I’m currently enrolled as a Master’s student in the Instructional Design and Technology program at the University of Memphis, and I spent several years as a high school Marketing Education teacher.  I also currently work for the University of Memphis as an Academic Technology Consultant.  These experiences have provided me a chance to gain valuable insight into both the teacher and student roles.

One aspect of teaching that I have not had the opportunity to experience is that of teaching an online or hybrid course.  As a classroom teacher, I incorporated online activities as well as gaming and simulation into my lesson plans.  However, they couldn’t be classified as true hybrid or online courses. As a student, I have taken several hybrid and online courses as part of my Master’s program.  Therefore based on my experience as a student, a teacher, and someone who currently assists faculty with instructional technology and online course design, I’ve created a “must do” list for anyone who is interested in creating online instruction.

#1.  Clearly outline all course information, policies, and requirements

Just as in a class which meets face-to-face, outlining all course information, policies, and requirements for your online course is critical to student success and aids in lessening student confusion.  Post your course syllabus containing information such as how to contact the instructor, your policy regarding late work, grading criteria, and classroom “netiquette”.

#2. Plan to maintain a consistent presence within your online course.

In a face-to-face classroom setting, would you as the instructor simply place some notes up on the board or set your PowerPoint presentation to play and walk out of the room?  I hope not!  You would remain in the room to lead the class discussion, provide guidance, and assess student comprehension of the material.  Maintaining your “virtual” presence in an online class is just as important as your physical presence in a face-to-face course.  Your students need to know that you are monitoring the class activities, providing feedback in a timely manner, and are available to respond to questions as they arise.  If several days/ weeks pass without interaction from the instructor, many students will begin to feel abandoned and unmotivated to continue on with their work in the course.

#3.  Create a way for students to make a personal connection to their instructor and fellow classmates.

In many instances, the first session of a class which meets face-to-face includes time dedicated to allowing the instructor and students to introduce themselves.  This serves as an ice breaker activity, and gives everyone a chance to make a personal connection with the people that they will be spending the semester with.  This time to connect is just as important in an online or virtual classroom setting  where face-to-face meeting opportunities are likely to never occur. Introductions could take place via a discussion board forum and would also allow the instructor and students the opportunity to link out to some of their academic and professional work to share along with their bio information.

#4.  Create multiple ways for students to engage in the course material.

In the process of writing this post, I asked my personal learning network via Twitter to share any advice or tips for instructors who are creating online content.  Barry Dahl, Vice President of Technology for Lake Superior College and Lake Superior Connect e-Campus, responded with the following: “If you’re creating online instruction, you better NOT be creating an electronic correspondence course.  Interactivity is key.” I couldn’t agree with Barry more!  Interactivity is crucial to creating effective online instruction. Otherwise, you’re simply creating digital notes for students to read.  Discussion board posts, video clips, podcasts, and live chats certainly can enhance the course materials and target a variety of learning styles.

As a part of the blog that is maintained for Lake Superior College, student survey results were posted reflecting their thoughts on the importance and overall satisfaction of specific elements within their online learning experience.  Nearly half of the items mentioned in the list of twelve ties directly back to course development and implementation.  Definitely food for thought!

Guest blogger: Kristy Conger worked in the classroom for seven years as a Marketing Education teacher/ Work Based Learning Coordinator in the Henry County School System. She also taught computer literacy courses through the Adult Basic Education Program, and currently works as an Academic Technology Consultant for the University of Memphis.  Kristy received her BS in Business Administration with an emphasis in Marketing from the University of Tennessee at Martin. She is currently pursuing her Master’s in Instructional Design and Technology at the University of Memphis. After completing her degree, she would like to return to teaching in some capacity and perhaps work within a K-12 setting in an instructional technology role.

It’s more than convenience. Online instruction needs help.

The Internet has taken us beyond our wildest dreams. At the beginning of the Information Age there were the select individuals called “Webmasters” that had the skills to publish to the Web. Over the past decade, everyone has had tools at their disposable to create a presence with ease. I admit I was caught up in the rage to try online instruction. My first experience was in 2003 and my intent was to provide a convenient way to provide instruction to a small group of learners. My first mistake was letting the medium be the determining factor rather than focusing on the design of the content (Rovai, 2002). I did not incorporate well into the instruction some of the design and learning elements that play an important role for creating an effective learning experience.  So, if you’re creating online instruction, I recommend, you better be doing these 4 things.

1. Content

Using current lesson content and activities are likely not suited for the Web. Most importantly, an elearning experience does not include a Web page solely full of text. Content provided in the course of a lesson needs planning to include different forms of multimedia to boost learner motivation and immerse the learner in real-world applications. As a learner, I am more interested when the instruction gains my attention and thrusts me into experiences I have not encountered. Cathy Moore, a business elearning developer, illustrates the concept of less text and more learning based on research. The addition of illustrations and multimedia can assist learners in greater understanding and the ability to make application. Tom Kuhlmann’s demo, shows three different techniques to gain learner attention and to guide the learning process.

2. Navigation

Just as we use a map to find our way to a specific location, the navigation element for online instruction is important. A learner must be able to navigate through the different sections of the site with little effort.  I have visited Websites and taken online or hybrid courses where links are rampant. It becomes a maze when everything is linked to each other.  Unorganized navigation or excessive linking creates confusion and extraneous cognitive load for the learner. A navigable Web site is required for consistency throughout the instruction and a security measure to always find your way home.

3. Feedback

No matter if I’m in the role of a student or employee, I am anxious for feedback either to validate my performance, encouragement to improve, or a means to steer my thoughts in a different direction. If designing for online instruction, there needs to be a method for feedback whether in the form of an instructor or facilitator response, ability to compare tasks to a desired result or simply a grade.

4. Discussion/Collaboration

These two elements I have combined because discussion is normally a component of online instruction while collaboration is not. Discussion is the easiest to monitor learner participation and is directed by a facilitator’s choice of topics. The objective is for learners to share thoughts and increase the knowledge relating to Bloom’s Taxonomy. Collaboration is more challenging to plan in an online course, but I think collaboration moves a learner quicker to the highest order thinking skills.

These elements are important to consider when designing online instruction. Sure there are many others to consider, so post an element that is important to you and explain why.

References

Ally, Mohamed. (2004). Foundations of educational theory for online learning. In Theories and practice of online learning (chap. 1). Retrieved February 1, 2010, from http://cde.athabascau.ca/online_book/ch1.html

Rovai, A. (April, 2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning (IRRODL), 3, 1. Retrieved February 1, 2010, from http://www.irrodl.org/index.php/irrodl/article/view/79/153

Guest blogger: Amanda Bevis manages the Madison County Adult Education program in Jackson, TN.  Her prior work has gained her experience in healthcare, computer programming, and in the university setting all utilizing her computer experience. She holds a Bachelor’s degree in Computer Science and is currently pursuing a Master’s degree in Instructional Design and Technology.

Image from Dan Meyer at http://www.flickr.com/photos/ddmeyer/2666448493/sizes/m/

New article: Adaptive Web Based Learning Environments

I just wanted to share with you today an article that will be published soon in Contemporary Educational Technology.  This is pretty new journal, and my information says that we will be published in volume 1, issue 2 in April.  This article was written with a former student Fethi Inan, who is a faculty member at Texas Tech University, now.  We started this article a number of years back, and I am glad to see that he’s had some help cleaning it up and getting it published. I’ll share the abstract with you below, and attach the article for your bedtime reading.  I’d love to hear your thoughts about what we’ve written, and give a shout-out to Fethi and his good work, too.

Abstract

Adaptive Web-Based Learning Environments (A-WBLEs) provide mechanisms to individualize instruction (e.g., content, interface, strategies, and assessment) for learners based on their individual differences. In this paper,  various adaptive methods influencing the design of AWBLEs are explained and how these methods aim to address individual differences is discussed. Empirical evaluations of adaptive systems are synthesized and four levels for categorizing AWBLEs are created to provide a guideline for the future design and development of A-WBLEs .

Download the file: Perspectives on the Design and Evaluation of Adaptive Web Based Learning Environments

eLearning and “Scooby-Doo! Where are you?”

I really enjoyed watching Scooby-Doo as a kid.  The original theme song was, of course, the best…”Scooby, Scooby-Doo, where are you?  You’ve got some work to do now.”  As my Technology Tools to Support Learning course finishes up their self-paced interactive learning modules, I was thinking, “Where are you…in your thinking about elearning and self-paced instruction?”  To take you back, though, here’s the video:

For many of us, the past couple of weeks has been an introduction to elearning and many of the students in my course are beginning instructional designers. So, I am hoping that their thinking has evolved over the time we’ve been discussing elearning.  For the module they have been producing in Powerpoint, we have been following quite of bit of the suggestions and guidelines from Tom Kuhlmann at Articulate.  Certainly one of the points that Tom emphasizes in his posts is making content necessary and meaningful for the learning, such as through scenarios, choices, and consequences.

We’ve also discussed many of the points that Steve Alessi and Stan Trollip identify as essential features for computer-based instruction, or tutorials.  These include:

1. Introduction
2. Presenting new information
3. Questioning
4. Judging responses
5. Feedback
6. Learner control
7. Closing/Exiting

In addition, we have discussed terms, such as page turners, and in another post some folks have considered what tools really contribute purposefully to the creation of learning content for this year and into the next.

So where is your thinking now about elearning? What have you learned and what do you still need to learn?  What’s still a little fuzzy for you?  Where are you?