lc lo sample
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Micro Learning Objects:
What, Why and How.
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Cognitive Science and Learning
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Making Decisions:Buying a Car!
Random Group
Given 4 pieces of Information about 4 Cars
Given 4 minutes to think about the information
Asked to choose the best car.
Random Group
Given 4 pieces of Information about 4 Cars
Distracted for 4 minutes with word puzzles
Asked to choose the best car.
Group A: Focused Thinking Group B: Distracted Thinking
4 variables
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Making Decisions:Buying a Car!
Random Group
Given 12 pieces of Information about 4 Cars
Given 4 minutes to think about the information
Asked to choose the best car.
Random Group
Given 12 pieces of Information about 4 Cars
Distracted for 4 minutes with word puzzles
Asked to choose the best car.
Group A: Focused Thinking Group B: Distracted Thinking
12 variables
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Dijksterhuis, A., Bos, M.W., Nordgren, L.F., & van Baaren, R.B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007.
http://www.unconsciouslab.com/index.php?page=People&subpage=Ap%20Dijksterhuis
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We could talk about the implicationsof unconscious thought theory (UTT)here, but we won’t.
The buying car thought experimentwas the best example that I had at handto illustrate “COGNITIVE LOAD.”
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Cognitive processing is in play when we learn.
1. Audio (your ears) 2. Visual (your eyes) 3. Synthesis (thinking)
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RAM Hard Drive
Random Access Memory Long Term Storage
Metaphor: Computer Processing
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Clark, Ruth and Richard MayerE-Learning and the Science of InstructionPage 35
Stuff Channels Processing New Stimuli Previous Learning
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Stuff Channels Processing New Stimulus Previous Learning
When you add too muchhere (or things that conflict)you steal processing powerfrom working memory!
This is Extraneous Processing!
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Multimedia Principle!
Use words and graphics rather than words alone*
* Some graphics are better than others
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Modality Principle!
Present words as audio narration, rather than on-screen text.
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Redundancy Principle!*
Explain Visuals with words in audio OR text, not both.
* In Will-speak, “the business meeting with a bad powerpoint presentation principle!”
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Personalization Principle!
Use conversational style rather than formal style.
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Segmentation Principle!
Break a continuous lesson into bite-size segments
That is what we do as teachers at KU!
We supplement the curriculum!
JUST IN TIME!
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Micro Learning Object!
This represents an object!
Personalize
d! Segmented!
Uses Text
and Graphics,
or audio in
stead of te
xt!Isn’t Redundant!
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1. Personalization Principle2. Segmentation Principle3. Redundancy Principle4. Multimedia Principle5. Modality Principle