Create Knowledge
- Demonstrates ability to describe common research methods in Educational Technology
- Demonstrates ability to read and evaluate Educational Technology research
- Applies research findings to the solution of common problems in Educational Technology
Reading the various research offered in EDCI 53100 expanded my knowledge on various possibilities to consider for designers and learners. I read various articles on cognitive load in order to construct my final paper on "Exploring Prior Knowledge and Cognitive Load Theory and the Implications on Learning." In order to construct my final paper I read and analyzed many papers on the following topics with cognitive load: the effects of e-learning and design implications, high school students, role of the learner, computer interaction, and impacting prior knowledge and sequencing. Analyzing all of these papers allowed me to construct a paper that deals with how an instructor can vary the cognitive load of a learner by utilizing a learner's prior knowledge and alter instruction. It was helpful to me to study these papers and take into consideration the working memories of learners and how easily it can be affected by instructional materials as this was something that I have not thought about previously in great detail.
It was interesting to discover when designing e-learning, how adding audio or visual files to the project can overload the learner's working memory. An example of audio and visual being used at the same time is when PowerPoint Slides in an e-Learning module is being shown at the same time as a recording of a speaker is being played simultaneously. A learner may miss information from either the audio or the video portion when the files are being played at the same time, so it would be more adequate to give the learner an option of "turning off" some of the portions. Whenever, I design eLearning modules, I make sure that I apply the strategies mentioned in my research so as to not to overload the learner. For example, in eLearning modules the learner has the option to just read the slide while watching or listening, or reading and watching the slides in the module. The learner has the control to turn the sound on or off. In the future, I will take into account the impact of cognitive load when designing or delivering instruction to learners in the future and how important it is to review the knowledge of the learners on what they already know. I realized that during my readings, not much research has been done on the motivation of learners' effective cognitive load, and it would be interesting to study that topic further in the future.
It was interesting to discover when designing e-learning, how adding audio or visual files to the project can overload the learner's working memory. An example of audio and visual being used at the same time is when PowerPoint Slides in an e-Learning module is being shown at the same time as a recording of a speaker is being played simultaneously. A learner may miss information from either the audio or the video portion when the files are being played at the same time, so it would be more adequate to give the learner an option of "turning off" some of the portions. Whenever, I design eLearning modules, I make sure that I apply the strategies mentioned in my research so as to not to overload the learner. For example, in eLearning modules the learner has the option to just read the slide while watching or listening, or reading and watching the slides in the module. The learner has the control to turn the sound on or off. In the future, I will take into account the impact of cognitive load when designing or delivering instruction to learners in the future and how important it is to review the knowledge of the learners on what they already know. I realized that during my readings, not much research has been done on the motivation of learners' effective cognitive load, and it would be interesting to study that topic further in the future.