Reducing Cognitive Overload:
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"Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)
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Reducing Cognitive Overload:
Effective Integration of Web 2.0 Technologies
Jennifer J. Little, MLS, Reference/Instruction Librarian, The College at Brockport, State University of New York, [email protected]
Anne M. Canale, MS CDIT, Independent Consultant, Instructional Design, Instructional Technology and E-learning, [email protected] Tech Day 2010, Ithaca College, Ithaca, NY
March 25, 2010
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Instructional professionals need to know if Web 2.0 technologies support or disrupt learning.
New technologies◦ which ones support learning? ◦ which ones trends-fads, the “bells & whistles”?
How do we create learning experiences that reduce CO, thus enhancing and improving learning?
Why do we care?
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One’s cognitive capacity for learning is limited; often called information overload.
Often obvious:◦ Poorly designed◦ Disorganized◦ Irrelevant/redundant information◦ Aesthetically unappealing◦ Distracting; noisy; busy ◦ Poor use of font/color/style
What is Cognitive Overload?
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Intrinsic - amount of cognitive processing required to comprehend the material
Germane (relevant)- learner engaged in making sense of the material using familiar/new schema.
Extraneous (irrelevant)-amount of cognitive capacity used for cognitive processing is not relevant to the goals of instruction; does not contribute to learning (Mayer, 2008)
Types of Cognitive Load
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Learning principles - result in efficient instructional environments as a consequence of leveraging human cognitive learning processes.
Universal – all types of content, all delivery media, all learners.
Application-use fundamental tools of training (text, visuals, audio, technical content, soft skills); design; incorporate into all delivery platforms (print/online)
Cognitive Load Theory
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Practical Applications
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http://libguides.wvu.edu/content.php?pid=23575&sid=221937
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"Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)
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