aet/545_e-learning instructional tutorial

Douglas HardenburghAET/545 E-learning Design TechnologiesSeptember 23, 2013Professor: Garth Beerman

Effects of Cognitive Load on

Creativity

What it means to students, faculty

and academic institutions

Douglas Hardenburgh09.23.2013

Monday, September 23, 13

What is CognitiveLoad and How Does it

Effect Creativity??

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Creativity is effected when mental effort exceeds experience

Improperly managed complex information

results in lower performance levels...

(Sweller, 1988)

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In this training students will:• Learn tools to facilitate higher

levels of critical thinking.• Learn techniques to mitigate

the effects of cognitive load.• Use adaptive creative processes

for innovative design solutions.Tutorial Goal

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To determine the effects of cognitive

load on the process of creativity a needs

analysis survey was performed.

NeedsAnalysis

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To determine the effects of cognitive

load on the process of creativity a needs

analysis survey andassessment was

performed.Analysis Survey

andAssessment

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Needs Analysis and Assessment: 1.0 The Learning Problem• Beginning design students

required to perform critical analysis and tasks.

2.0 What is Currently Available?• Inadequite course offerings

available to understand how design process interacts to facilitate solutions.

RESULTS!

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Needs Analysis and Assessment: 3.0 What should be available?• Course offerings made avialble

to help students become skilled at critical thinking methods.

4.0 Gap Analysis• Beginning students are unable

to bridge the gap between cognitive intelligence and innovative forcasting.

RESULTS!

Continued

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RESULTS!

End

Needs Analysis and Assessment: 5.0 What are the recommented solutions for filling the gap ?• Interactive e-learning training

module instructing novice design students in the creative intelligent process required to evaluate and implement creative design solutions.

Monday, September 23, 13

Upon completion of “Cognitive Load and Creativity” Training

Tutorial, the beginning design student will learn

tools and resources to mitigate the effects of cognitive load on their

creative process.

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Using the ABCD Modelfor Creating Objectives

ABCD!

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1.0 Who is the Audience?• Beginning design students who

lack proficiency with critical thinking methods relating to the design process.

Performance Based Objectives

1

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2.0 What is the expected Behavior?• After completing the tutorial

(with a passing grade)• Learners will demonstrate

clarity in critical thinking skills and understand core design process principles.

Performance Based Objectives

1

2

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3.0 What Conditions will the learning take place?• Tutorial will be delivered via

online e-learning platform.• Learners will navigate through

the tutorial material.• Summative quiz will test level

of comprehension.

Performance Based Objectives

1

2

3

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4.0 What is the degree of accomplishment?• Learners are required to recieve

a summative passing score of 80% or higher to pass the learning tutorial.

Performance Based Objectives

1

2

3

4

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Learning Objectives L0

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1

1.0 Learning Objective SummeryTo recall, recognize and identify differences in mental effort and information retention.• Students will learn skills

through the use of tutorial lessons and activities that:a. Test ability to recall

informationb.Recognize and identify

differences in terminologiesc. Statistical facts and

conceptual analysis

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2

2.0 Learning Objective SummeryTo create, generate, plan, produce and design quantitative measurable learned criteria• Students will learn critical

analysis skills by: a. Timed and un-timed creative

activities, that will involve:b.Making, building or designing

tasks against previously quantified criteria.

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33.0 Learning Objective SummeryTo critique, assess, and evaluate visual sequencing tasks related to the creative process.• Students will learn executive

functioning skills that will facilitate the creative process required to:a. Implement innovative and

collaborative design solutions.

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4

4.0 Learning Objective SummeryTo perform analysis, organize content and differentiate concepts into organized patterned thought.• Students will learn how

patterns and foundational elements of seemingly irrelevant connections:a. Function together to

determine relevant concepts in presented material.

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Thank You.

Monday, September 23, 13