Annotated Research ArticlesAtkinson, Cliff and Richard E. Mayer (2004). Five Ways to reduce Powerpoint

overload. V1.1, 4/23/04.Atkinson and Mayer use proven research to create five main principles to ensure Powerpoint presentations cause minimum cognitive load possible. They support using active processing, make sure learners understand, pay attention, can mentally organize information, and integrate new information to prior knowledge. Also discussed is the limited capacity available for learner to actually learn. Discussion of mind processing information through two channels is discussed, visually and verbally. UDL concepts supported-use visuals with words, remove unnecessary elements, break up information into bite size slides, narrate content whenever possible, and have clear headings that explain main idea.

Basham, James D., Matthew T. Marino, and Blakely K. Tsurusaki (2011). “Selecting software for students with learning and other disabilities.” The Science Teacher, 78.3,70.

After completing a review of technology available within the Science classroom, Basham Marino, and Tsurusaki compiled findings into 6 critical questions to ask while trying to purchase classroom technology. The main questions to ask are interface design, accessibility, content, instruction, critical thinking, and assessment. Just as we evaluate technology for UDL, these reviews came to the same conclusions to ensure technology will be accessible to all students, tie prior knowledge to learning, offer helpful assistance such as vocabulary and key concept links, and present scaffolding. Essentially, research shows for technology to be used within the classroom, it must be designed with UDL and accessibility for all in mind.

Chen, Wei-Fan, Pao-Nan Chou, and Francis Dwyer (2011). Effects of varied concept mapping on students' hypermedia learning. International Journal of Instructional Media, 38.2, 177+.

Chen, Chou, and Dwyer experiment using 95 undergraduate students to test whether text only (no scaffolding), traditional concept mapping, or visualized-based concept mapping are more effective within online learning, and amount of cognitive load results from students acquiring new knowledge in a web based learning environment. Findings prove visual based instruction increased student learning, but not much difference is seen between no scaffolding versus concept mapping. Instructional designers are urged to use visualized-based scaffolding, which is a main key of UDL.

Clark, Ruth Colvin, and David Taylor (1994). The causes and cures of learner overload. Training,31.7, 40.

Clark and Taylor investigated the effects of cognitive overload while training employees. Through various studies, they have proven that when the short term memory is overloaded, processing ability is reduced, causing limited capacity of information to proceed into long term memory, or working knowledge. They have compiled a list of 8 ways to avoid cognitive overload, centering upon balancing practice, presenting information into usable chunks, and memory aids, all of which they have tested successfully during employee training.

Deshler, Donald D. and Michael J. Kennedy (2010). Literacy instruction, technology, and students with learning disabilities: research we have, research we need. Learning Disability Quarterly, 33.4, 289.

Deshler and Kennedy bring out fact that there is little evidence of impact of technology on literary instruction available at this point. They stress the fact that technology is always changing, just as literacy is always changing, but using AT or IT properly can enrich literacy instruction for students with learning disabilities. One study result discussed was from the National Longitudinal Transition Study II, where students with learning disabilities were investigated in relations to dropout rates, grade level reading discrepancies, and postsecondary attendance. Using instructional design frameworks is stressed, and the importance of using technology to compliment learner focused instruction.

Djoudi, Mahieddine, Lamri Dovidi and Chabane Khentout (2006). Supporting tools to simplify the navigation process over the web. Journal of Computer Science , 2.3, 269.

Djoudi, Dovidi and Khentout completed a survey of about 100 college students to investigate what actions within searching the web caused cognitive overload. Problems identified are losing links, absence of reference points, too many decisions on screen, and not knowing what to click. Suggested to resolve issues are to create easier websites, navigational maps, and provide tools to avoid overload.

Fairweather, Peter and Shari Trewin (2009). Cognitive impairments and Web 2.0. Universal Access in the Information Society, 9.2,137-146.

Fairweather and Trewin compile research regarding how each technological advance may cause access issues for individuals who have cognitive disabilities. Many cognitive disabilities are discussed which may diminish interaction to Web 2.0, and solutions are given. Broad UDL suggestions include patterns, cognitive mapping and spatial relationships, chunking information, filtering distractions, eliminating simultaneous tasks. The disabilities addressed with solutions to make

web accessible include Dyspraxia, Autistic spectrum, attention disorders, and facial recognition issues.

Holzberg, Carol S., PhD (1998). “Helping all learners succeed: special ed success stories.” Technology & Learning, 18.5, 52.

Carol Hozberg reinforces the benefits of using technology within a classroom setting to assist special education students. Teachers from many states and grade levels are interviewed, sharing their success stories and suggestions to help students with disabilities through technology. Many types of assistive devices are discussed, such as one-switch controls, eye gaze, text to speech, writing help for students with dyslexia, and special keyboards. One teacher makes a very sensible point, it costs way less to purchase and use technology than to go without and defy laws and help to all children.

Jong, Ton de (2009). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38.2, 105-134.

Jong explores the boundaries of cognitive load, the lack of ability to measure, and questions which still remain unanswered after over 35 varied investigations by various experts. The importance to educational design is defended by 3 main keys. Modality principle is defended. Three types of cognitive load are explored. Consequences of cognitive load theory for instructional design are explored, but at this point no set rights or wrongs were proven within investigations. Jong essentially sets up a path for future educators to follow while presenting questions that remain unanswered.

Murray, Jennifer and Mary E. Thomson (2011). Age-Related Differences on Cognitive Overload in an Audio-Visual Memory Tasks. European Journal of Psychology of Education, 26.1, 129-141.

Murray and Thomson conducted an experiment using 121 participants aged 11-25. Their results proved that cognitive overload becomes more frequent with age, and younger participants have higher recall using audio-visual conditions. They also conclude that an overall blend is the key to improve results. In relation to technology, the ability for users to alter variables and choose sequence of lessons proved very helpful. Conflicting results are found when comparing studies of dual mode of instruction. Dual mode instruction, if not done correctly, will fail, but otherwise combining auditory and visual technology results in superior learning.