Weekly+Readings

=Weekly Readings=



Weekly Readings for Session 7 - March 8, 2011 This word doc has **a**ll the necessary info. Enjoy! Vg.

Here is an additional Keller (ARCS) article that includes a list of strategies for each of the components of the model - this would be very useful in developing a lesson plan.

Also, see the Gagne tab - near the top is a 9 Events Lesson Plan Template :-)

==
 * For February 15th read about Cognitive Load, Cognitive Flexibility, and Distributed Intelligence:**

Sweller, J. (2006). Discussion of 'emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments'. //Applied Cognitive Psychology, 20//(3), 353-357. 

Spiro, R.J., Collins, B.P., Thota, J.J. & Feltovich, P.J. (2004)**. Cognitive Flexibility Theory: Hypermedia for Complex Learning, Adaptive Knowledge Application, and Experience Acceleration** ** Available at [|https://www.msu.edu/~colli239/researchdawson.htm] **

** Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.) Distributed Cognitions: Psychological and Educational Considerations, 47-87. ** 

An additional article dealing with Cognitive Load: 

Intrinsic Cognitive Load
Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory and the Format of Instruction". //Cognition and Instruction// **8** (4): 293–332.

Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load (Ruth Colvin Clark, Frank Nguyen and John Sweller) - (Book) Book Review in Educational Technology & Society, 10 (3), 325-326

Extraneous Cognitive Load
From the Horse's Mouth - Sweller Explaining Extraneous Cognitive Load media type="youtube" key="RyuOU2RasRQ" height="390" width="480"

Kirschner, P.A., Sweller, J., and Clark, R.E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75–86

Cooper, G. (1990) Cognitive load theory as an aid for instructional design. Australian Journal of Educational Technology. 6(2), 108–113

Modality effect
In the 1990s, cognitive load theory was applied in several contexts and the empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect;modality effect; split-attention effect; the worked-example effect and the expertise reversal effect. (Wikipedia) In Class we discussed the following effects:
 * Modality Effects
 * Split attention effects
 * Worked Examples
 * Expertise Reversal effects

After Class, I still had a few questions and researched these. Here is what I found:

Split Attention Effect
Chandler, P.; Sweller, J. (1992). "The split-attention effect as a factor in the design of instruction". //British Journal of Educational Psychology// **62**: 233–246. (File to uploaded once I receive a PDF copy from the ILL)

Expertise Reversal Effects


Merrill: Why Basic Principles..**.** Merrill: First principles...
 * For Session 4, Readings:**

Theories of Learning and Instruction: URL: http://tip.psychology.org/theories.html

This word doc has **a**ll the necessary info. Enjoy! Vg.
 * Weekly Readings for Session 7**