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19 results

  • 38 - Cognitive Load Theory and Instructional Design for Language Learning

  • from Part VI - Language Disorders, Interventions, and Instruction
  • Edited by John W. Schwieter, Zhisheng (Edward) Wen
  • Book:
    The Cambridge Handbook of Working Memory and Language
    Published online:
    08 July 2022
    Print publication:
    21 July 2022, pp 859-880

  • Summary

    Cognitive load theory is an instructional theory based on our knowledge of evolutionary psychology and human cognitive architecture. It can be used to provide instructional guidelines for the acquisition of all aspects of a second language by adults and some aspects, primarily reading and writing, of a first language by both children and adults. The theory assumes that knowledge can be divided into biologically primary knowledge that we have evolved to learn easily without conscious effort and biologically secondary knowledge that we have not specifically evolved to learn but can acquire with explicit instruction and conscious effort. Learning to listen to and speak a first language are biologically primary with all other aspects of language learning being biologically secondary. A general cognitive architecture governs the acquisition of biologically secondary knowledge. That architecture includes a working memory that is limited in capacity and duration when dealing with novel information but with no known limits when dealing with familiar information transferred from long-term memory. This architecture governs how we learn and accordingly, also determines the effectiveness of instructional designs.

  • 76 - Undergraduate Research in Digital Learning Environments

  • from Part V - Avenues for Developing Undergraduate Research
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 695-708

  • Summary

    Digitalization is strongly affecting the field of higher education. This chapter investigates the implications of digital tools for the future development of undergraduate research (UR). It asks how the design of digital learning environments and the provision of digital tools can contribute to UR. The chapter starts with outlining digitalization in higher education and the use of digital technology in undergraduate studies. Then, teaching and learning scenarios are presented that serve as design options to integrate digital learning environments in teaching for UR. Moreover, digital tools are analyzed that can support different phases and objectives of UR. Overall, the chapter stresses the importance to critically consider the added value of digital technology for learning in general and for the case of teaching and learning UR in particular. A well-elaborated instructional design plays a key role to develop and implement digital learning environments in UR, to spur student engagement and to foster social interaction successfully. The chapter concludes by discussing future trajectories for UR in the light of digitalization.

  • Chapter Five - The Design Phase

  • from Part III - The BLL Development Framework
  • Daria Mizza, The Johns Hopkins University, Fernando Rubio, University of Utah
  • Book:
    Creating Effective Blended Language Learning Courses
    Published online:
    18 September 2020
    Print publication:
    01 October 2020, pp 111-139

  • Summary

    Chapter 5 focuses on the Design phase of the BLL development framework. This phase deals with macro-level structure and process. The design phase has two main purposes: identifying the characteristics of the target learners and the contextual factors surrounding them through a needs analysis. The chapter also establishes realistic course goals, achievable teaching objectives, and measurable learning outcomes at the course level.

  • 4 - Using positive motivation to engage all students

  • Tony Yeigh, Southern Cross University, Australia
  • Book:
    Managing with Mindfulness
    Published online:
    11 February 2021
    Print publication:
    07 September 2020, pp 92-118

  • Summary

    Chapter 4 examines motivation as an element of classroom management, focusingon how to develop motivational strategies that will support an engaging and positive classroom for all students. This includes examining theories of motivation to understand the relationship between motivation, and individual and group differences, as well as learning how to use instructional design for problem-solving and inquiry-based learning. The chapter also examines how positive motivation is intrinsic to the control–connect continuum and further explores mindfulness as an aide to motivation. The chapter discusses the importance of cultural competence as a means for promoting feelings of engagement and inclusion, and to further illustrate how multicultural education and sociocultural diversity can be related to motivation. Other important features of this chapter include understanding how motivation can be understood from different perspectives, learning about strategies that use the relationship between instruction and motivation to increase student engagement, andapplying motivation from the perspectives of the control–connect continuum and multiculturalism.

The New Roadmap for Creating Online Courses
  • An Interactive Workbook
  • Catherine R. Barber, Janet K. McCollum, Wendy L. Maboudian
  • Published online:
    26 May 2020
    Print publication:
    11 June 2020
  • Are you ready to create an online course, but do not know where to start? Do your online learners seem isolated and disengaged? Are your online courses effective enough for the current, competitive market? Whether you are an instructor, instructional designer, or part of a team, this interactive workbook will help you create effective online courses to engage your learners. Key features of the workbook include integrating cognitive, social, and emotional aspects of learning; explaining the central role of self-reflection, dialogue, and realistic application; the incorporation of themes, scenarios, and characters to provide relevant and meaningful learning experiences; and the use of semiotics for inclusion of diverse learners. As you journey through the course creation process in this workbook, you will expand your ideas and discover new possibilities for the students taking your online course.

  • Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

  • Johanna Funk, Kathy Guthadjaka, Gary Kong
  • Journal:
    The Australian Journal of Indigenous Education / Volume 44 / Issue 2 / December 2015
    Published online by Cambridge University Press:
    30 September 2015, pp. 150-162
    Print publication:
    December 2015

  • BowerBird is an open platform biodiversity website (http://www.BowerBird.org.au) and a nationally funded project under management of the Atlas of Living Australia (ALA) and Museum Victoria. Members post sightings and information about local species of plants and animals, and record other features of ecosystems. Charles Darwin University's Northern Institute Elder on Country researcher, Kathy Guthadjaka, has shared pictures and information about the biodiversity of her homelands in the Yolŋu community of Gäwa, on Elcho Island in north east Arnhem Land, Northern Territory. The extent to which this knowledge can be exposed in the same way as other open resources, can pose dilemmas about the level of ‘openness’ that is appropriate. Open sharing of educational materials can be promoted as a basic human right. This paper will explore the extent to which traditional knowledge can be made openly available. What are the implications for sharing this knowledge in a westernised context that compartmentalises it, and how can a western academic perspective learn from this knowledge and engage functionally with it for the purposes of learning? The existence of this project on the interface between traditional knowledge and western technocratic information management also has implications for how information is presented and valued.

  • 34 - Multimedia Learning in e-Courses

  • from Part V - Multimedia Learning in Advanced Computer-Based Contexts
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 842-882

  • Summary

    This chapter provides a systematic analysis of the links between intelligent tutoring systems (ITS) and multimedia, and identifies the multimedia elements that are used by different ITS applications. It discusses the implications of ITS findings for cognitive theory and instructional design, identifies limitations of existing research, and provides some directions for the future. Problem-solving tutors typically use a mixture of text and graphic media. Simulation-based ITS remain popular, particularly for tasks that are tightly linked to an operational environment, such as power plants, aviation, or military exercises. Game-based tutoring systems make use of the widest range of media to present content, especially those that combine elements from natural language tutors and simulation-based tutors. Research on advanced learning environments has investigated multimedia factors that have obvious links to deeper levels of cognition, such as feedback, learner control, and generation of information, interactivity, reflection, animation, simulation, and affect.

  • 12 - Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 279-315

  • Summary

    The term multimedia principle refers to the robust research finding that learning with words and pictures is more effective than learning with words alone. It should be noted that the multimedia principle refers generally to the (positive) impact of visual and verbal information on learning outcomes. However, basic principles and advanced principles of multimedia learning have been synthesized that provide a more nuanced approach to understanding how multimedia materials can be formatted for optimal impact and how learner strategies and processes can combine with multimedia materials to determine learning outcomes. That is, the multimedia principle provides a context for work that examines when, how, why, and under what conditions the multimedia principle applies. Research findings demonstrating the multimedia principle are consistent with the predictions of cognitive models of multimedia learning. Implications for instructional design and directions for future research are also discussed.

  • 23 - The Collaboration Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 547-575

  • Summary

    This chapter discusses the generative drawing principle in multimedia learning. The generative drawing principle states that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. An important logistical issue when the generative drawing strategy is used is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing by providing appropriate support for drawing. The studies reviewed in the chapter provide evidence for a positive effect of drawing. The results are also consistent with the cognitive theory of multimedia learning, which posits that people who engage in generative processes while learning are more likely than those who do not to construct meaningful learning outcomes. An important logistical issue for instructional designers when using the drawing strategy is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing, by providing appropriate support for drawing.

  • 22 - Animation Principles in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 513-546

  • Summary

    Multimedia learning environments present combinations of text, illustrations, narration, and animation and are typically computer-based. This chapter provides a brief review of the self-explanation principle, and introduces a framework for categorizing the number of ways in which self-explanation has been operationalized. While open-ended and menu-based approaches mark the two extremes, there are a number of ways of prompting students to self-explain that fall in the middle: focused, scaffolded, and resource-based prompts. Examples of each within the context of multimedia learning are presented. It presents a number of studies whose results support the hypothesis that self-explanation prompts that provide more focus or direction are particularly beneficial for multimedia learning environments, because they foster integration across multiple sources of information and help students to develop a single, coherent representation. The chapter also discusses implications for cognitive theory and instructional design and ideas for future work.

  • 24 - The Expertise Reversal Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 576-597

  • Summary

    This chapter explores the research evidence for the feedback principle in multimedia learning, to consider more complex learning environments such as simulation and game-based training, and to discuss the impact of the feedback principle on our theoretical understanding and implications for instructional design. According to the feedback principle in multimedia learning, novice students learn better with explanatory feedback than with corrective feedback alone. The theoretical rationale for the feedback principle is based on the cognitive theory of multimedia learning. Research in the area of simulation-based training (SBT) has also examined the effectiveness of feedback for improving performance and learning. When implementing explanatory feedback, instructional designers should take care not to increase extraneous processing by considering other multimedia learning principles, such as the modality principle. There is still much research left to do to define the boundary conditions of the feedback principle.

  • 31 - Multimedia Learning with Computer Games

  • from Part V - Multimedia Learning in Advanced Computer-Based Contexts
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 762-784

  • Summary

    This chapter focuses on defining and illustrating multimedia learning of metacognitive strategies, and reviews the empirical literature on multimedia learning of metacognitive strategies. It provides suggestions for augmenting contemporary cognitive theories of multimedia learning, proposes empirically based principles for designing multimedia environments aimed at fostering metacognitive strategies, and recommends several areas for future research. The chapter specifies self-regulated learning (SRL) as a concept superordinate to metacognition that incorporates both metacognitive monitoring (i.e., knowledge of cognition or metacognitive knowledge) and metacognitive control, as well as processes related to manipulating contextual conditions and planning for future activities within a learning episode. More research on multimedia learning of metacognitive strategies is needed to determine the optimal length of various phases of training programs and their effectiveness in laboratory versus real-world settings, as well as the retention and transfer of strategies to other domains and computer-based learning environments (CBLEs).

  • 17 - The Self-Explanation Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 413-432

  • Summary

    Essential overload occurs when the amount of essential cognitive processing required by the multimedia instructional message exceeds the learner's cognitive capacity. This chapter examines the research evidence concerning three principles of multimedia design aimed at minimizing the effects of essential overload: the segmenting principle, the pre-training principle, and the modality principle. According to the cognitive theory of multimedia learning, the three ways to handle an essential overload situation are to allow the learner to slow down the pace of presentation (segmenting principle), provide the learner with knowledge that reduces the need for cognitive processing of the presentation (pre-training principle), or off-load some of the visual information onto the auditory channel (modality principle). The research reviewed in the chapter shows that instructional designers should be sensitive to working memory constraints when presenting a complex multimedia lesson.

  • 9 - The Modality Principle in Multimedia Learning

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 227-246

  • Summary

    This chapter presents a theory that is positioned at the third level, namely, the four-component instructional design model (4C/ ID) model, and discusses how this theory can be used to design multimedia learning environments for complex learning. It presents a general description of how people learn complex skills in environments that are built from the four components, how instructional control can be organized in these environments, and how different media can be used to implement each component and instructional control. The relationship between the four components and the assumed cognitive architecture is explained. Educational media and 22 multimedia principles are related to each of the four components and instructional control. The chapter reviews the contributions of the 4C/ID model to cognitive theory and instructional design, indicating the limitations of the model, and sketching directions for future research.

  • 26 - Multimedia Learning of Cognitive Processes

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 623-646

  • Summary

    This chapter describes a set of principles to be considered in the design of animation for use in multimedia learning resources. It then presents examples of some applications of these principles. The animation principles are grounded in research on perception, cognition and instruction, culminating in an account of the Animation Processing Model (APM). Animation in multimedia learning environments has multiple facets and can serve multiple functions. Dynamic perceptual schemata play a crucial role in the recognition of movement. The APM characterizes learning from animation in terms of five main phases in which bottom-up and top-down processes interact during the construction of a mental model that internally represents the referent subject matter. Learning from animation in multimedia learning environments raises important questions for cognitive theory with respect to visualization because it requires special attention to the interface between perception and cognition. The chapter also discusses implications for instructional design.

  • 25 - The Individual Differences in Working Memory Capacity Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 598-620

  • Summary

    Multiple representations in multimedia learning play a complementary role when learners exploit differences in computational properties or information by switching between representations and selecting the appropriate representation for the task at hand. The functional taxonomy that serves as the basis of this chapter is one proposed by the author as part of the DeFT framework for learning with multiple representations. It suggests that there are three main functions that multiple representations play when supporting learning, namely complementary, constraining, and constructing functions. Complementary multiple representations support learning by taking advantage of the differences between representations. In summary, there is evidence that providing (or asking learners to generate) multiple representations that learners must systematically relate to one another can indeed help learners come to a deeper understanding of phenomena under investigation. The chapter also discusses implications for cognitive theory and instructional design.

  • 28 - Multimedia Learning and the Development of Mental Models

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 673-702

  • Summary

    This chapter describes empirical findings associated with the expertise reversal principle, its interpretation within cognitive load theory, conditions of applicability of the principle, and its implications for research and instructional design. Cognitive science studies of differences between experts and novices have demonstrated that the knowledge base held in long-term memory is the most critical characteristic of competent performance in any subject area. It reviews empirical studies supporting the expertise reversal principle and shows that this principle has a plausible theoretical explanation within a cognitive load framework. An essential future research direction is that of identifying instructional designs and procedures that are optimal for different levels of learner expertise. Adaptive multimedia systems that tailor instructional methods to levels of learner expertise have the best potential for optimizing cognitive load in multimedia learning. Rapid diagnostic assessment tools could potentially be used as real-time measures of expertise for adaptive fading procedures.

  • VIRTOOL – Virtual Reality for Machine – Tool Training

  • Aritz Ustarroz, Alberto Lozano, Luis Matey, Jens Siemon, Diana Klockmann, Miren Iosune Berasategi
  • Journal:
    Mechanics & Industry / Volume 5 / Issue 2 / March 2004
    Published online by Cambridge University Press:
    29 April 2004, pp. 207-212
    Print publication:
    March 2004

  • VIRTOOL is an application that is part of the European Union supported project “Virtual Manipulation to Simulate Machine-Tool Processes” (VIRTOOL, CRAFT-1999-70292). The application is being developed by a consortium of two industrial enterprises (Alecop, IMH) and three partners in research and higher education (CEIT, TUD, ACM) from four European countries.The objective of this project is to design and develop a computer-supported learning environment for machine-tool processes by using interactive 3D graphics and virtual reality techniques. An integral part of this software will be an easy to use construction tool for the development of new 3D simulation models of machine-tools with the supporting learning material, which is based on a general instructional design model.