how to present so they will remember - pmihr.orghow to present so they will remember: neuroscience...
TRANSCRIPT
![Page 1: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/1.jpg)
How to Present So They Will Remember:Neuroscience Meets Cognitive Load Theory
Robin Altice, M.Ed, PMP, [email protected]: Robin Altice
![Page 2: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/2.jpg)
![Page 3: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/3.jpg)
Research Musings
…and PowerPoint presentations are a
method to share information…
If cognitive neuroscience is showing us how our brains interact with information…
![Page 4: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/4.jpg)
Research Musings
…so people remember the information?
How can I apply cognitive neuroscience to my
presentations…
![Page 5: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/5.jpg)
DefinitionsMultimedia Learning Theory:
Cognitive Neuroscience:
Cognitive Load:
![Page 6: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/6.jpg)
DefinitionsMultimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia
Cognitive Neuroscience:
Cognitive Load:
![Page 7: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/7.jpg)
Definitions
Cognitive Science
(the study of thought, learning and mental
process)
Cognitive NeuroscienceNeuroscience
(the study of brain function)
Instructional Systems Design
(study and application of pedagogy to training )
Multimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia
Cognitive Neuroscience:Overlap between the study of brain function and the study of cognition
Cognitive Load:
![Page 8: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/8.jpg)
Definitions
Intrinsic Load(how heavy the “load” really is)
Germane Load(how “strong” you are)
Extraneous Load(extra stuff just making lifting the load even harder)
I
Training
Multimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia
Cognitive Neuroscience:Overlap between the study of brain function and the study of cognition
Cognitive Load:The ease or difficulty of learning something new
![Page 9: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/9.jpg)
Neuroimaging MethodsPET, MRI, and fMRI Systems EEG and Wireless EEG
![Page 10: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/10.jpg)
Multimedia Learning Theories
Redundancy Principle: Words as both text and audio (orated) can hurt learning.Modality Principle: Learning improves with oration AND relevant visuals. Signaling Principle: Images and cues presented consistently help learning. Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.
![Page 11: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/11.jpg)
Multimedia Learning Theory #1
Redundancy Principle: Words as both text and audio (orated) can hurt learning.
![Page 12: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/12.jpg)
Dual Channel Theory
Oration
Text on the slide
X
![Page 13: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/13.jpg)
Dual Channel Theory
Oration
Text on the slide
WARNING! WARNING!COGNITIVE OVERLOAD!
![Page 14: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/14.jpg)
Multimedia Learning Theory #1
Redundancy Principle (2001): Words as both text and audio (orated) can hurt learning
Global Webpages Served to Mobile Phones• The left bar chart below provides details on the
share of webpages that are served to mobile phones from 2009 to 2014.
• The right stacked bar chart examines which mobile browser platforms were most commonly used in 2014. Mobile share of web traffic is growing rapidly from just 0.7% in 2009 to 28.9% share in 2014.
• Note that the absolute increase of webpages being served is not considered in the chart as only percent values are displayed.
• Roughly 70% of websites viewed on mobile phones in 2014 were viewed on Apple Safari or Android Webkit.
![Page 15: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/15.jpg)
Multimedia Learning Theory #2
Modality Principle: Learning improves with oration AND relevant visuals.
![Page 16: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/16.jpg)
Dual Channel Theory
Oration
Relevant Visual
![Page 17: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/17.jpg)
Refresh Our Memory…about Memory
Sensory Register Short-TermMemory
Long-TermMemory
EncodingAttention
Info
rmat
ion
Lost
Info
rmat
ion
Lost
Info
rmat
ion
Lost
.5 to 3 sec. 3 sec. to 1 min. Fades over time
Sensory Input
Rehearsal& Practice
5 +/- 2 Theory
![Page 18: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/18.jpg)
Multimedia Learning Theory #2
Modality Principle (2009): Learning improves with oration AND relevant visuals.
Global Webpages Served to Mobile Phones
![Page 19: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/19.jpg)
Multimedia Learning Theory #3
Signaling Principle: Images and cues presented consistently help learning.
![Page 20: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/20.jpg)
Neuroimaging and Sensory Memory
Auditory
Vision
Spatial Sense
![Page 21: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/21.jpg)
Neuroimaging and Sensory Memory
Auditory
Vision
Spatial Sense
Temporal Lobe -AUDITORY
![Page 22: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/22.jpg)
Neuroimaging and Sensory Memory
Auditory
Vision
Spatial Sense
Temporal Lobe -AUDITORY
![Page 23: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/23.jpg)
Neuroimaging and Sensory Memory
Auditory
Vision
Spatial Sense
Temporal Lobe -AUDITORY
Occipital Lobe is the part that controls your vision
WARNING! WARNING!COGNITIVE OVERLOAD!
![Page 24: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/24.jpg)
Neuroimaging and Sensory Memory
Auditory
Vision
Spatial Sense
![Page 25: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/25.jpg)
Multimedia Learning Theory #3
Signaling Principle (2009): Images and cues presented consistently help learning.
![Page 26: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/26.jpg)
Multimedia Learning Theory #4
Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.
![Page 27: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/27.jpg)
Robin Altice, FacilitatorRobin is your facilitator today. Robin has a son named Aidan.Robin has a Master’s in ID&T.Robin works at Booz Allen Hamilton.Robin has three dogs.Robin paddle boards in the summer.Robin is a Project Manager.Robin loves mid-century modern furniture.Robin’s brother is a robotics engineer.Robin’s mother is a retired school teacher. Robin’s father is a retired videographer.Robin is a member of DAR. Robin has a PMP.Robin is a vegetarian.Robin’s happy place is on the beach.Robin grows her own vegetables. Robin has a CPLP.
![Page 28: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/28.jpg)
Multimedia Learning Theory #4
Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.
Robin Altice, FacilitatorM.Ed, PMP, CPLPProject Manager
![Page 29: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/29.jpg)
Is because of cognitive load!
![Page 30: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/30.jpg)
Questions?
![Page 31: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/31.jpg)
Resources:Antonenko, P., Paas, F., Grabner, R., & van Gog, T. (2010). Using Electroencephalography to Measure Cognitive
Load. Educational Psychology Review, 22(4), 425-438.
Atkinson, R., Foshee, C., Harrison, C., Lin, L., Joseph, S. and Christopherson, R. (2009). Does the Type and Degree of Animation Present in a Visual Representation Accompanying Narration in a Multimedia Environment Impact Learning? In G. Siemens & C Fulford (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2009 (pp. 726-734). Association for the Advancement of Computing in Education (AACE).
Clark, R.C., & Mayer, R.E. (2003). E-Learning and the science of instruction. San Francisco; Jossey-Bass.
Dalgarno, B., Kennedy, G., & Bennett, S. (2010). Can Functional Brain Imaging Be Used to Explore Interactivity and Cognition in Multimedia Learning Environments? Journal of Interactive Learning Research, 21(3), 317-342.
Dindar, M., Kabakçi Yurdakul, I., & Inan Dönmez, F. (2015). Measuring Cognitive Load in Test Items: Static Graphics versus Animated Graphics. Journal of Computer Assisted Learning, 31(2), 148-161.
![Page 32: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/32.jpg)
Resources:Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in
multimedia-learning. Computers In Human Behavior, 24 (Instructional Support for Enhancing Students' Information Problem Solving Ability), 786-797.
Horvath, J. C. (2014). The Neuroscience of PowerPointTM. Mind, Brain & Education, 8(3), 137-143.
Kalyuga, S. (2010). Narration or Visual Text: When Does Modality Effect Apply? In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1052-1058). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Leahy, W. W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44(1), 107-123.
Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology, 93(1), 187-198.
![Page 33: How to Present So They Will Remember - pmihr.orgHow to Present So They Will Remember: Neuroscience Meets Cognitive Load Theory ... (2016). Cognitive load theory and the effects of](https://reader035.vdocuments.mx/reader035/viewer/2022062414/5f1364fb737c55407e020111/html5/thumbnails/33.jpg)
Resources:Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational
Psychologist, 38(1), 43-52.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
Park, B., Flowerday, T., & Brünken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44, 267-278.
Stevens, M. C. (2009). The developmental cognitive neuroscience of functional connectivity. Brain and Cognition, 701-12.
Whelan, R. R. (2007). Neuroimaging of cognitive load in instructional multimedia. Educational Research Review, 21-12.