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Cognitive Interactivity
Gina A. Richter
[email protected]
First things first
Gina A. Richter
[email protected]
http://www.golearningusa.com
First things first
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I have been impressed with the urgency of doing.
Knowing is not enough; we must apply. Being
willing is not enough; we must do.
Leonardo da Vinci
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Why are you here?
What would you like to get out of this session?
POLL #1
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Instructional Designers
Developers
Managers
Trainers
Professors
Instructional Technologists (academic
environment)
Mission
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Determine what a cognitive interaction is,
and why it is important to implement when
creating e-Learning courses
Instructional strategies for creating cognitive
interactions
Cognitive Interactivity (Agenda)
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What is it?
Why?
How?
Where do we start?
Questions?
Cognitive Interactivity - What is it?
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Cognitive Processes (Hooper & Hannafin)
Engaging our learners cognitively
Cognitive restructuring, learning, working
memory…long-term memory…
Why Cognitive Interactivity?
It is why we do what we do…to get to
behavior changes and performance
improvement.
How? The 10 Steps.
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Enabling Retrieval (Organization)
Enabling Retrieval (Integration)
Enabling Retrieval (Transfer)
Enabling Retrieval (Retrieval Plans)
Orienting (Enabling Contexts)
How? The 10 steps.
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Presenting (Dual Encoding)
Applying Cognitive Load Theory
Enabling Encoding (Cognitive Practice)
Enabling Encoding (Metacognition)
Enabling Encoding (Cognitive Dissonance)
Enabling Retrieval (Organization)
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Create manageable chunks (lessons, or
modules).
As recommended by Clark (2003) provide
“signals and cues” as to what is important
including: transitions, headings, subheadings, summaries, topic introduction,
and learning objectives.
Enabling Retrieval (Organization)
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Ask questions that enable learners to recall concepts
Ask questions that force learners to demonstrate what
they have just learned.
Provide feedback to reinforce or remediate the new
concepts they just constructed
Use similar verbiage to provide cues while learners
are applying new information for the first time
(Gagne, 1985, p. 127)
Examples-in chat
Enabling Retrieval (Integration)
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Place new information in context with existing
experience and knowledge to facilitate links and
internal cues to existing schema.
Bring current knowledge into working memory and
allow the new information to be integrated into an
existing schema increasing the likelihood of retrieval.
Provide narrative storytelling in context of current
knowledge through real-world scenarios that replicate
actual challenges in order to build on existing
knowledge.
Enabling Retrieval (Transfer)
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Drill and practice for near transfer, replicates exact
process or procedure that the learner will need to
be successful.
Far transfer requires an understanding of rules, or
concepts that need to be applied to several
different possible challenges.
Practice applying rules, asking questions to make
connections to the process, provide cognitive tools,
scaffolding, and feedback through the process.
Examples -chat
Enabling Retrieval (Retrieval Plans)
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Through a set plan, which either completely
replicates the exact process, or is
represented by an abstract advance
organizer.
Advance organizer (Mind-mapping,
facilitation of connecting the known to the
unknown)
Orienting (Enabling Contexts)
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Games, simulations and enabling contexts
enable a learner to be oriented to the new
knowledge in many different ways
facilitating the encoding and later retrieval
when necessary in similar or different
contexts within a real scenario.
Presenting (Dual Encoding)
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Provide dual encoding
Color and images to highlight key
concepts
Presenting (Cognitive Load Theory)
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“Multimedia Principle” appropriate combination
of graphics and text;
“Contiguity Principle” proximity of graphics and
text; (the closer the better)
“Modality Principle” utilizing audio to describe
complex graphics or animations rather then text;
(this takes advantage of dual encoding)
Presenting (Cognitive Load Theory)
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“Redundancy Principle” possible decreased
learning due to repeating information on screen
with text and audio; (if a graphic is also present)
“Coherence Principle” adding seductive but
unrelated complex graphics; (can distract)
“Personalization Principle” storytelling and the
use of learning agents; (can engage) (Clark,
2002, pp.3-7 )
Examples-in Chat
Enable Encoding (Cognitive Practice)
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Making crucial decisions within a virtual
environment that presents the learner with
challenges they might encounter outside of
the learning environment and allows you to
apply rules or underlying concepts.
As well as actual practice of processes and
procedures that they will encounter once
they leave the learning environment.
Enabling Encoding (Metacognition)
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Enabling the learner to check their
progress through activities where they
are challenged through questions or
possibly the application of skills, or
maybe the application of the newly
acquired knowledge and skills.
Cognitive Dissonance
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If learners are experts it might be
necessary to integrate cognitive
dissonance which wakes up a learner
cognitively and lets them know things
have changed and they need to pay
attention.
Cognitive Interaction Wrap-up
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Cognitive Processes
Instructional Strategies
Resources
BJET- British Journal of Educational Technology
AACE- Association for the Advancement of
Computing in Education
JILR - Journal of Interactive Learning Research
JEMH - Journal of Educational Multimedia and
Hypermedia
IJEL - International Journal on E-Learning
QUESTIONS????
GINA ANN RICHTER
http://www.golearningusa.com