ULearn 2010: What every instructional designer needs to know

Lane Clark

Human cognitive architecture (HCA)
Cognitive load theory (CLT)

She started with rules for us to use/not use the pens.  Don't colour with the pens.  Put the pens back in the case...

What happens in the brain in order for learning to occur?
If you forget it after several months, did you actually learn anything?  Yes
Apparently, if nothing has changed in your long term memory, then nothing has been learned.
How do you know?  We only teach our studnets for a set amount of time.  Is that amount of time within the realms of long term memory?
If I only needed to know my learned stuff for a short, specific term, then does it matter that it does not exist in my long term memory?  Didn't I still learn it?  Does she mean that I didn't learn anything for my life long learning bank?


John Hattie

Now we are listening to Lane and recording our notes on a template she has given us.  We must use different colours and we can't write in sentences.  We need to use pictures.

Working memory v. long term memory
How long is long term?  What is the span of working memory?


Working Memory:
All conscious processing occur in your working memory
3-4 items dealt with at once
30sec limit if not rehearsed
only applies to new, yet to be learned information

Long term memory:
Store schema (mental representations of information)
if working memory can draw on schema in long term memory, then limitations of working memory don't exist
Huge stores allow easy recognition of characteristics

What is learning?
Novel information processed in working memory... stored in long term memory in REM sleep (best time for review is just before sleep. Concept mapping, etc)
Problem solving places a huge burden on working memory
Learning is inhibited if working memory is overloaded

Cognitive Load Theory (CLT)
the ease with which information is process in working memory

Intrinsic cognitive load = intellectual complexity of material

• inherent intellectual complexity of material.  
• cannot be controlled.
• elements cannot be understood in isolation
• understanding information imposes heavy WM load = simultaneous 
• can artificially separate whole into simpler bits but could compromise integrity of material and learning

Extraneous Cognitive load = way information presented
instructional techniques require learners to use working resources on activities that do not contribute to schema development

• searching information
• writing when writing outcomes are irrelevant to the learning
• trying to record and listen and watch simultaneously

Known as ineffective cognitive load
Instructional designers have complete control over this.


Germane cognitive load = learner investment

• known as effective cognitive load
• when intrinsic adn extraneous cognitive load leave sufficient wm resources, learners may invest extra effort in schema construction
• motivation results in an increase in cognitive resources devoted to a task and therefore contributes to germane cognitive load

Implications:
Extraneous

• know the schema associated with the learning
• teachers need to unpack curriculum so that instruction can be strategically designed
• 
  

Intrinsic

• recognise level of complexity inherent in material
• collect baseline data
• Provide strategically designed immersion opportunities that focus on prerequisite schema development
• if learning must be broken down ensure learners see the big picture at the beginning and end

Germane

• ensure wm not overloaded capacity not overloaded due to Ext and Int
• only then will learner invest
• still no guarantee they will invest
• recognise the power of a learner's level of personal motivation
• learning must be relevant and purposeful tot he learner today - before you start the learning, it's too late at the end
• cater to MIs - this promotes success
• provide criteria for content, process, skills
• success = positive emotions = success = increases germane cognitive load
• success is the only option
• ensure there is no danger, stress or threat = limits learning = decreases success = decreases motivation = decreases germane load

Differentiate through tools, not activities
References I found:
http://www.simongrant.org/pubs/val/text.html 
Wikipedia - good overview