Teaching Tip: An Approach to Reducing Cognitive Load in the Teaching of Introductory Database Concepts
1. INTRODUCTION As noted by Merrill (2002) in his synthesis of the past several years of instructional design theories and models, the engagement of learners in real world problems promotes learning. Merrill defines a real world problem as one in which the learning activity represents a whole task, and the task is representative of problems the learner would encounter in the real world. Further, Merrill contrasts problem centered instruction with the more common topic centered instruction, in which decontextualized skills are taught first, with the assumption that real world problems can be solved once the learner integrates these prerequisite, independently taught skills. Connolly Begg (2006) argue that problem based instruction can be particularly helpful in teaching the abstract concepts inherent in database design. Connolly Begg (2006) describe the difficulties in effectively teaching design concepts in the traditional teacher as lecturer format, and suggest that the learning by doing model of problem centered instruction is needed to effectively impart these skills. A problem centered instructional method that seems well suited to using real world problems in the teaching of both the process and factual knowledge inherent in information systems education including database concepts, is the goal based scenarios (GBS) method of Schank, Berman, and MacPherson (1999) in which students work toward a target goal by applying both the process and factual knowledge that form the basis of the lesson. This paper summarizes an approach I have used to teach fundamental concepts of normalized database design to an audience of novice, undergraduate learners using goal based scenarios. 1.1 Approaches to Reducing Cognitive Load in Problem Based Instruction As noted by van Merrienboer, Kirshner, and Kester (2003) a potential problem with problem based instructional approaches is that the learner becomes overwhelmed by task complexity, causing a level of cognitive load that interferes with learning. As discussed by Tuovinen Sweller (1999) high cognitive load occurs when the many elements of instructional material compete at once for cognitive resources primarily those of working memory. Paas, Renkl, Sweller (2003) note that intrinsic cognitive load refers to the interactivity of the elements of the material being learned, while extraneous cognitive load refers to demands on working memory brought about by the instructional materials themselves (for example, the requirement to search for a problem solution) All forms of cognitive load are additive, and for learning to occur they must not exceed the available cognitive resource capacity of the learner. An instructional approach useful for creating appropriate levels of cognitive load is scaffolding presenting performance supports as needed to achieve a goal, then fading them away as the learner is able to achieve the goal on his or her own (van Merrienboer, et al. 2003) Van Merrienboer, et al. (2003) describe two approaches to scaffolding whole tasks for the reduction of intrinsic and extraneous cognitive load. In the first approach (which for purposes of this paper I will call progressive practice) intrinsic cognitive load is reduced by having learners first begin working on simple versions of the whole task, and then progress through increasingly more complex versions until the target task is accomplished. In the second approach (termed worked out examples, i.e Tuovinen Sweller, 1999) extraneous cognitive load is reduced by having learners complete small parts of worked out examples, then progressively complete larger parts of additional worked out examples until the target task is accomplished. Many authors have noted positive results in the use of worked out examples for the acquisition of complex cognitive skills across a variety of domains (i.e. Hilbert, Renkl, Schworm, Kessler, Reiss, 2008; Yaman, Nerdel, Bayrhuber, 2008; see Pass van Gog, 2006, for a review) and note that the modularization of problem solutions into smaller solution elements (inherent in both scaffolding approaches presented here) itself works to reduce cognitive load (Gerjets, Scheiter, and Catrambone, 2004)
J. Inf. Syst. Educ.