EDUC 631 Week 3 Instructional Design: Cognitive Load Theory – Instructional Design simply states: Where are my students right now? Where do I want my students to be? How will I get thgem there? to creating learning systems It’s a pedagogical and systematic approach Instructional Design Identify Instructional Goal(s) What do I want students to be able to do or know? – Conduct Instructional Analysis Where are my students; what do they know or should know – Analyze Learners and Contexts Write Performance Objectives the steps on how I will get the student to the goal(s) (step 1) – Develop Assessment Instruments to measure whether or not the student can perform the objective(s) – Develop Instructional Strategy the how (the techniques) we will present the lesson or material – Develop and Select Instructional Materials The lesson itself; gather supporting documents, texts, internet, – etc Design and Conduct Formative Evaluation of Instruction Revise Instruction Based on how the students did, or the data from step 8 – The 3 things I liked; the 3 things I did not like; etc. the student feedback Design and Conduct Summative Evaluation Cognitive Load Theory How working memory is affected by the instruction process Traces its roots to (1956) G.A. Miller’s 7+2 Why phone numbers are only 10 digits (area code counts as one item in memory) Why are only 9 digits SSN’s John Sweller introduced Cognitive Load Theory in 1998 You can only load it with so much info before it must be processed and put away. Primary ‘Loads’ Intrinsic Load How tough the material is, regardless of the instructional method.
EDUC 631 – Week 3 Instructional Design: Cognitive Load Theory Instructional Design simply states: Where are my students right now? Where do I want my students to be? How will I get thgem there? It’s a pedagogical and systematic approach to creating learning systems Instructional Design Identify Instructional Goal(s) – What do I want students to be able to do or know? Conduct Instructional Analysis – Where are my students; what do they know or should know Analyze Learners and Contexts Write Performance Objectives – the steps on how I will get the student to the goal(s) (step 1) Develop Assessment Instruments – to measure whether or not the student can perform the objective(s) Develop Instructional Strategy – the how (the techniques) we will present the lesson or material Develop and Select Instructional Materials – The lesson itself; gather supporting documents, texts, internet, etc Design and Conduct Formative Evaluation of Instruction Revise Instruction – Based on how the students did, or the data from step 8 The 3 things I liked; the 3 things I did not like; etc. the student feedback Design and Conduct Summative Evaluation Cognitive Load Theory How working memory is affected by the instruction process Traces its roots to G.A. Miller’s 7+2 (1956) Why phone numbers are only 10 digits (area code counts as one item in memory) Why SSN’s are only 9 digits John Sweller introduced Cognitive Load Theory in 1998 You can only load it with so much info before it must be processed and put away. Primary ‘Loads’ Intrinsic Load How tough the material is, regardless of the instructional method.
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