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Focus of last week

Focus of last week. Schema theory Cognitive load theory Presentation of information. Topics. Nez Perce Indians Wildflowers of the Desert Constellations Polynesians. Polynesians. Social Customs Tools Social Organization Food Gathering and Preparation Clothing Religious Ceremonies

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Focus of last week

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  1. Focus of last week • Schema theory • Cognitive load theory • Presentation of information

  2. Topics • Nez Perce Indians • Wildflowers of the Desert • Constellations • Polynesians

  3. Polynesians • Social Customs • Tools • Social Organization • Food Gathering and Preparation • Clothing • Religious Ceremonies • Housing • Transportation

  4. The Polynesians had a very advanced culture for their time. Supporting Information: • Master navigators • Master boat builders • Complex pictorial language • Extensive domain • Impressive art • Creative tool making • Creative adaptation

  5. Topic versus Concept • Topic • The relationship of water to cultural activity. • Concept • The presence of water played a significant role in the extent and type of human activity.

  6. Limited by number of symbols • Water from Steens Mountain controlled and continues to control life on and around the mountain.

  7. Supporting stories • Water from the Steens supplies Malheur NWR.

  8. Those with water rights controlled.

  9. Drought forced people out.

  10. Flooding forced people out.

  11. Lakes and snowmelt kept pastures green in the summer for sheep.

  12. Range of topics • Natural history • Cultural history • Past • Present

  13. Get the point! • Water from Steens Mountain controlled and continues to control life on and around the mountain.

  14. Possible approaches • Information driven approach – organization is something artificial, such as alphabetical or chronological or by sub-topic. • Message or concept driven approach – organization of information focuses on the concept. Facts are pieces of information to build a picture of the concept.

  15. Which approach is better? Why?

  16. Concept Driven approach • Reduces cognitive load because it matches the way the brain wants to process and store information – as a schema.

  17. Rosetta Stone • Information driven or concept driven? • Is there a concept that could be used to organize a different presentation about the Rosetta Stone?

  18. Basic assumptions • 1. Mind has to be actively processing information to learn. • 2. The mind is trying to acquire (create) schema. • 3. The mind has limited processing capacity.

  19. Additive • So you have to reduce cognitive load as much as possible to ensure that it is within a person’s capability to process.

  20. Cognitive Load • Intrinsic cognitive load • Extrinsic cognitive load • Germane cognitive load

  21. Element interactivity

  22. Do you drive?

  23. Elements with low interactivity

  24. Elements with higher interactivity

  25. Redundancy Effect

  26. Expert Reversal Effect

  27. Solution? • Know your audience! • For novices, redundancy may be necessary. • For experts, it may be extrinsic cognitive load.

  28. The use of examples • Typical approach – worked example, problem, worked example, problem, etc.

  29. Worked example effect • Eliminate one part of the worked example each time until students are working complete problems.

  30. Fading • 7-step problem – show worked example. • Show first 6 steps – student does last. • Show first 5 steps – student does last 2. • Etc.

  31. Split attention affect • 4th assumption – we process information along two distinct pathways. • Visual and verbal

  32. Dual Coding Theory Paivio

  33. Dual Coding Theory White rein orchid grows in bogs

  34. Semantic Association • The degree to which the verbal information overlaps with the visual information (David, 1998). • In this case, verbal information from the panel overlapping with visual information in the surrounding environment.

  35. High Semantic Association

  36. Low Semantic Association

  37. Dual Coding • 1. Visual information • 2. Verbal information • 3. Referential connections

  38. Proximity of visual and verbal

  39. Referential connections

  40. All 3 elements • Dog

  41. Split attention

  42. Undivided attention

  43. 3-dimensional versus 2-dimensional

  44. Ways to reduce cognitive load • Reduce extrinsic cognitive load • Avoid redundancy unless necessary • Use worked examples • Use visuals if possible • Use perspectives of maps • Avoid split attention • Use dual mode if possible

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