Technological Contexts for Cognitive Growth

CADV 350; Chapter 10

Discussion

What forms of technology do we use in our classroom?

Which of these are essential? Which of them are just nice to have? Is there a certain level, or levels of

education that using technology in the classroom is best suited for? Why?

Learning Objectives Describe some ways students use technologies in the

classroom. What can cognitive load theory teach us about best

practices for using multi-media technologies in the classroom?

What can Four-Component Instructional Design ((4C/ID) tell us about using technology to develop complex skills?

How can technology be used to support scaffolding metacognition and self-regulated learning?

How does social cognitive theory inform computer supported collaborative learning?

How can technology improve assessment? What are some instructional implications for the use of

technologies in the classroom?

Some ways teachers currently use technology in the classroom

1. Students receiving information via technology (e.g., moodle, powerpoint, video, email).

2. Giving students access to information and ways to find it. (Books TV Internet) Lack of information too much information with

distractions and need to discern quality.*what info am I going to use? Is this good information?*

3. Helping students organize and present information.4. Help students learn in new ways via simulated

environments and visualization tools.

Some ways teachers currently use technology in the classroom

5. Allow students to participate in authentic learning environments.

6. Help students to communicate and collaborate (blogs, learn about other cultures)

7. Give students more opportunities for practice and feedback (computers give great opportunities to get feedback)

8. Assistive Technology for learners with different needs (dyslexia - bigger font and more spaced out).

Cognitive Load Theory and Multimedia Design

Cognitive load theory focuses on the role of working memory in instructional design.

Meaningful learning comes from the ability of the working memory to process info actively (our working memory, attention is limited - cognition takes that in account)

Working memory has limits and can be overwhelmed easily.

Cognitive Load Theory and Multimedia Design

2 types of cognitive load help analyze utility of multimedia presentations.

Intrinsic cognitive load: characteristics of materials themselves in relation to the learners' expertise (e.g., having to take advance calculus vs. basic geometry or don't know any foreign language and is placed in a advanced Mandarin class *it's just going to go over his/her head* .. given how much the learn knows, how big the learning will be) *What you teach *Material is going to have a different load on the students, it is intrinsic because there is different levels for each student (balance between what the learners take to the table and what materials are being taught)

Extraneous cognitive load: how much does the instructional design tax learning (this is controllable by the instructor) *How are you teaching, are you speeding through it or what

How to reduce extraneous cognitive loads (manageable for learning

*HOW*) Take advantage of LTM capacity and knowledge

schemas by chunking information (e.g., "LTM" chunking. Taking info that students already knew)

Take advantage of automated processes. To create automatization

Goal-free problems: practice repeatedly on problem sub-goals ONLY (over-and-over again)

Design presentation of information effectively

Mayer and Morenos principles for designing multi-media presentations

(how to design presentation in effective way)

Contiguity: presenting related information simultaneously rather than successively (present diagram and text together - helps understand)

Coherence: better learning occurs when learners dont have to process extra information. (i.e., a cleaner presentation without bells and whistles) *Distracts working memory from the info*

Modality: present complementary information (similar, goes together, help each other) through both visual and verbal modes.

Redundancy: adding redundant info to concise, but effective explanations usually not helpful esp. when it takes up space in working memory

Four Component Instructional Design (4C/ID) Complex skills are learned through practice, so practice

should be optimized.1. Learning Task: these should be meaningful, whole,

authentic and concrete *real world* (in an effective way, to motivate students)

Task classes: (diff. types of tasks) simple, meaningful tasks more complex tasks.

Expertise reversal effect: supports that help novices can impede more advanced learners (goal: learners to become like experts) *things get in the way for advance learners*

Fading guidance approach: give more guidance early in the learning and fade later (get a lot of help in the beginning)

Four Component Instructional Design (4C/ID)2. Supportive information

Controlled processes (nonrecurrent skills) vs. automatic processes (recurrent skills)

The challenge in developing complex cognition is learning how to automate the (controlled processes) nonrecurrent skills.

Technology should support learners to master the non-recurrent skills (i.e., give important background information to get there).

3. Just-in-time This is aimed at recurrent skills through giving step-

by-steo guidance and then fading (aimed at those skills that are already automatic; give hints *wait awhile and reminds you*)

Four Component Instructional Design (4C/ID)

4. Part-Task practice A way to automatize procedural knowledge while

reducing cognitive load problems that happen when learning a skill and solving a problem happen together (not solving the whole thing, but just focus on one part. Reduce cognitive load by breaking it to part-tasks)

This can help to reduce task complexity (dont need to solve it, just tell me what you could do)

It should not be relied on too much because tasks are not authentic.

Technology Supports for Metacognitive Development

Can computers be taught to act like tutors to help students produce

Several computer-based environments have been developed that act like tutors guiding inquiry,

Technology and Collaborative Learning

Two examples of computer-supported collaborative learning (CSCL) *Read

The Adventures of Jasper Woodbury Series *Read Adventures with math-oriented problem solving that requires extended

effort and group work.

CSILE: a group based multi-media environment to support inquiry, information search, and collaborative improvement of ideas.

The goal was to build a knowledge-building community Now called Uses design

Effective peer interactions can Requiring a shared understanding Students can closely examine

Technology and Assessment Standardized testing has been vastly

improved by applications of item response theory (IRT)

Classroom assessment is another story. Latent Semantic Analysis (LSA):

developed to allow a computer to score essays.

Alsffffffdfo automated scoring of handwritten student essays is being explored.

Implications for Instruction Use cognitive principles as criteria for judging

technology-based instruction. Emphasize technologys sense making uses Support authentic, challenging tasks with

technology Use technology to create and support

collaborative learning communities Use technology as appropriate to provide

practice and feedback Help improve access through use of assistive

technology