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43
effective use of slideware to help students create mental models Dr. Kristie R. Dukewich Lecturer in Psychology, University of Toronto Opportunities & New Directions University of Waterloo, April 30 th , 2015 1

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Page 1: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

effective use of slideware to help students create mental models

Dr Kristie R Dukewich Lecturer in Psychology University of Toronto

Opportunities amp New DirectionsUniversity of Waterloo April 30th 2015

1

By the end of this workshop you should be able to

bullexplain the relationship between working memory long-term memory amp slides that are effective for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

2

3

visual

auditory

tactile

STM LTM

control processes

interaction with the world

Attkinson amp Shiffrin (1968)

4

can you reproduce the symbol I showed a minute ago

5

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 2: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

By the end of this workshop you should be able to

bullexplain the relationship between working memory long-term memory amp slides that are effective for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

2

3

visual

auditory

tactile

STM LTM

control processes

interaction with the world

Attkinson amp Shiffrin (1968)

4

can you reproduce the symbol I showed a minute ago

5

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 3: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

3

visual

auditory

tactile

STM LTM

control processes

interaction with the world

Attkinson amp Shiffrin (1968)

4

can you reproduce the symbol I showed a minute ago

5

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 4: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

visual

auditory

tactile

STM LTM

control processes

interaction with the world

Attkinson amp Shiffrin (1968)

4

can you reproduce the symbol I showed a minute ago

5

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 5: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

can you reproduce the symbol I showed a minute ago

5

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 6: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Schemas are mental models of the world

6

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 7: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

7

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 8: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

cognitive theory of multimedia learning

cognitive load theory

cognitive architecture

8

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 9: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

working memory

articulatory control

processes

visual scribe

Central Executive

Visuo-spatial sketchpad

Phonological Loop

Baddeley amp Hitch (1974)

9

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 10: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

cognitive load theory

germane

intrinsic

extraneous

Reducing extraneous cognitive load provide more capacity for germane cognitive load

Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)

10

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 11: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

cognitive theory of multimedia learning

CTML is an applied approach aimed at reducing extraneous load

Mayer (2001)

11

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 12: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

multimedia principle

People learn more effectively with a combination of words amp pictures than from either one alone

Mayer amp Moreno (2003)

12

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 13: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Images can be processed using both the verbal and visual channel

images visual

verbal auditory dog

modality principle Mayer amp Moreno (2003)

13

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 14: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head

Mayer amp Moreno (2003)

14

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 15: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

performance comprehension

80

75

redundant

70

65

complementary 60 redundant complementary

perc

ent

corr

ect

Fenesi amp Kim (2014)

15

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 16: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

how do you use bullet points

People remember grammatical sentences better than lists of words

Dukewich amp Nicolas (in progress)

16

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 17: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

copying a classmate s papel ol copying one pom the

intelnet

having someone wlite youl papel ot you

buying a papel

using a papel that you wlote fot anothet class without

the apploval of youl cullent instluctol

letrsquos translate

17

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 18: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

letrsquos translate

Copying from a classmate or the internet is plagiarism

Buying a paper or having someone else write it for you is plagiarism

Recycling a paper without permission is plagiarism

18

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 19: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

decorative graphics

hellip can be distracting

19

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 20: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

representational graphics

The frontal lobe is involved in higher-order cognitive processes

20

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 21: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

representational graphics

Quebec City is north of Kingston on the St Lawrence River

21

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 22: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game

500

480 - 26-Fcb - 27-Feb

460

440

420

400

340

~otgt-10 1200

Umiddotfcb-10 1300

Enclol -Pergtod

EnOol Thtbulld

Pcnod

2amp-Felgt-10 1800

relational graphics

22

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 23: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

organizational graphics

23

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 24: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

rememberknow procedure

know semantic familiarity

remember episodic recollection

organizational graphics

24

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 25: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

organizational graphics

modernism)

unconscious)movaons)

percepon)vs)reality)

epistemology)relavism)

linguiscs)

25

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 26: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

coherence principle

Remove extraneous material in all forms

Mayer amp Moreno (2003)

26

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 27: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

050

coherence principle

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

text-based image-congruent image-incogruent

030

035

040

045

mea

n pr

opor

tion

corr

ect

Tangen Constable et al (2011)

27

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 28: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

coherence principle

030

035

040

045

050

mea

n pr

opor

tion

corr

ect

text-based image-congruent image-incogruent

Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related

Tangen Constable et al (2011)

28

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 29: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

29

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 30: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

contiguity principle

Words amp corresponding text should be spatially amp temporally aligned

Mayer amp Moreno (2003)

30

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 31: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

-

Greenstone Hornbeck and Moretti (2010)

TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC

ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)

~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

A County Characteristics

o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317

B Plant Characteristics

No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13

NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan

14581 Economic Geography (1) Spring 2013 23 62

how would you improve this

31

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 32: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

1 year prior to the opening of a million dollar plant

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

winning counties

losing counties

all US counties

$17 417

$20 628

$11 259

535

579

461

314

251 252

total per capital employment manufacturing earnings population ratio labor share

Greenstone Hornbeck amp Moretti (2010)

32

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 33: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Signalling is a way to point at things you want

Mayer amp Moreno (2003)

people to pay attention to

33

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 34: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )

wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II

(I~ ( (4) (~) (6 00 (9) (J(I

~ Ctm111y c1 i

bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~

luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot

middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11

-~ - - -U~J -(JJ(I -ltltn - s 11

signalling

34

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 35: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

pay attention to this

now this

look over here

builds can also serve as reminders of what you

want to say Dukewich amp Zych (in progress)

35

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 36: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Thomson Smilek amp Besner (2012) - Expt 1

bull study phase

bull participants presented with word pairs

bull capitalized = recall target

bull two conditions

bull rhymed ex raw-PAW

bull semantic ex dog-PAW

bull rate rhymingsemantic relation strength

bull ldquotry to remember target use context wordrdquo

bull test phase

bull participants give cue asked to recall target

bull two conditions

bull rhyme cueldquorhymes with rawrdquo

bull semantic cueldquoassociated with dogrdquo

bull recall target word

bull study x test fully crossed to produce matchmismatch

bull ex match study (rhyme) + test (rhyme)

bull ex mismatch study (rhyme) + test (semantic)

36

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 37: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

signalling buildsanimations

word pairs

raw Rhymed

PAW

Semantic dog PAW

Rate rhymingsemantic relation try to remember

target but use context words to aide you

study cues

Rhymes with raw

Rhyme cue

Semantic cue

Associated with dog

Recall the target word by typing it into the screen

test

mismatches

37

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 38: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

try to fill this in

multimedia presentation

sensory registers

working memory long-term memory

sounds words

Mayer amp Moreno (2003)

38

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 39: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

summary

Mayer amp Moreno (2003)

39

multimedia presentation

words

pictures

sensory registers

ears

eyes

working memory

sounds

images

long-term memory

schemas amp other prior knowledge

verbal model

pictorial model

integrate

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 40: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Itrsquos the end of this workshop You should be able to

bullexplain the relationship between working memory long-term memory amp effective slides for learning

bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design

bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning

bullrecognize the effective use of different forms of graphical representations

bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively

40

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 41: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

a moment to reflect

bullWhat is one insight you gained from the session

bullWhat one idea could you apply to your teaching

41

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 42: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca

42

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43

Page 43: effective use of slideware to help students create mental models › centre-for-teaching-excellence › ... · 2015-05-20 · effective use of slideware to help students create mental

Bibliography

Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195

BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)

Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7

Mayer R E (2001) Multimedia learning NewYork Cambridge University Press

Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52

Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121

Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295

Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872

43