schema theory & cognitive load

schema theory & Cognitive loadPresented by:Barry Langer and Theresa Steinberg

Schema Theory & Cognitiv----- Meeting Notes (5/20/16 10:27) -----

5/20/16

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UnknownNEWconceptNEWInformation

Processing New Information

Working MemoryKnowledge:

According to the schema theory ,knowledge is represented in long-term memory as packets of information called schemas. Schemas organize information in categories that are related in systematic and predictable ways. Learners use existing schemas to interpret events and solve problems, and they develop new and more complex schemas through experience and learning.(Reiser & Dempsey, 2012)

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UnknownNEWconcept


Working MemoryKnowledge:

NEWInformation

These schemas, which are stored in our long-term memory, are drawn upon by our working memory to understand new information. When new information falls into categories that we already know, it is easy to process and does not tax our working memory. The more schemas, and the higher the level of complexity they have, the more automatic the processing of related information will be. 3

Unknown


Working MemoryLearn:NEWSCHEMANEWconceptNEWInformation

All information processed in the working memory equates to learning, and the information that is learned in working memory will be stored in schemas in long term memory. Limitless amounts of these schemas can be stored in the Long Term Memory.. ( Sweller, van Merrienboer, & Pass)

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Teach:

Teach: The working memory is able to handle only a limited number of new components. In Instructional Design, the learner must be presented information in amounts that do not exceed the cognitive load.

The reality that our working memories have a small capacity is one of the challenges that we as Instructional Designers have to face. The instruction we design should not exceed the cognitive load of the learner, if it is to be effective. 5

There are three types of cognitive load:

Extraneous - Refers to unimportant information contained in material

Intrinsic - Speaks to the complexity of the material

Germane - Features that develop the learners knowledge base so that the working memory can focus on learning

(eLearning Industry, 2014)

There are three types of cognitive load:

Extraneous - Refers to unimportant information contained in material

Intrinsic - Speaks to the complexity of the material

Germane - Features that develop the learners knowledge base so that the working memory can focus on learning

(eLearning Industry, 2014)

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the impact of the theory on ldtCognitive Load Theory (CLT) has impacted Instructional Design by making the process of learning more efficient. CLT lays out some principles that can be used to assure the learners working memory can be utilized to the fullest, by making sure the working memory is not overloaded with more information than it can simultaneously process.

the impact of the theory LDT

Cognitive Load Theory (CLT) has impacted Instructional Design by making the process of learning more efficient. CLT lays out some principles that can be used to assure the learners working memory can be utilized to the fullest, by making sure the working memory is not overloaded with more information than it can simultaneously process.

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Cognitive learning theoryCognitive Learning Theory gives steps to take to design instruction in ways that will allow for working memory to process new information, so that it can be comprehended and stored as a new schema to be drawn upon as needed. (mindtools)

Cognitive learning theory

Cognitive Learning Theory gives steps to take to design instruction in ways that will allow for working memory to process new information, so that it can be comprehended and stored as a new schema to be drawn upon as needed. (mindtools)

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Major scholars

Major scholars

J.SwellerDeveloper of the Theory of Cognitive Load. In 1988, Sweller published a paper laying out the theory. In 1988, Sweller published a paper laying out the theory. According to Sweller, Cognitive Load addresses the amount of information working energy can process and retain at one time. This learning theory has focused on instructional methods to reduce unnecessary cognitive load so that cognitive resources can be devoted to learning.

J. Van MerrienboerI developed the four-component instructional design model (4C/ID-model; van Merrinboer, 1997; van Merrinboer & Kirschner, 2007) for complex learning, which is popular in vocational and higher professional education. we became interested in each other's work and started our cooperation, which resulted in a first influential article linking cognitive load theory to instructional design (Sweller, van Merrinboer, & Paas, 1998). I also used cognitive load theory as one of the cornerstones of my 4C/ID model for training complex cognitive skills (Science Watch, 2009)F. Paas

Paas and Van Merrinboer developed a construct (known as relative condition efficiency) which helps researchers measure perceived mental effort, an index of cognitive load. This construct provides a relatively simple means of comparing instructional conditions. It combines mental effort ratings with performance scores. Group mean z-scores are graphed and may be compared with a one-way Analysis of Variance (ANOVA). 9

Van merrienboers approach & relevanceVan Merrienboers model integrated more directive approaches to instruction with problem-based approaches all in the context of what is known about cognitive processing. (Merrill, 2002, p. 56) By using Demonstrationto illustrate the application of rules or procedures and to exemplify concepts (Merrill, 2002, p. 56), students learn problems and the processes to solve them in a single, flowing lesson rather than being forced to listen to unhelpful examples that could distract and detract from the learning experience.

By placing the emphasison a sequence of problemsthe model suggested how different types of problem formats relate to cognitive load and practice sequences that were likely to develop the most effective skill development. (Merrill, 2002, p. 56)

This approach emphasizes the use of real-world skills, which is something encountered by many teachers in classroom settings. The common refrain of but when will I use this in the real world? can be heard across a number of subjects.

Tackling real world problemsprovide concrete applications to knowledge and skills learned in the classroom as they relate to students themselves and society. Real examples also encourage students to be aware of the choices they make and how they fit into the greater societal context. (Use Real World Examples to Teach Sustainability, n.d.)

Van merrienboers approach & relevance

Van Merrienboers model integrated more directive approaches to instruction with problem-based approaches all in the context of what is known about cognitive processing. (Merrill, 2002, p. 56) By using Demonstrationto illustrate the application of rules or procedures and to exemplify concepts (Merrill, 2002, p. 56), students learn problems and the processes to solve them in a single, flowing lesson rather than being forced to listen to unhelpful examples that could distract and detract from the learning experience.

By placing the emphasison a sequence of problemsthe model suggested how different types of problem formats relate to cognitive load and practice sequences that were likely to develop the most effective skill development. (Merrill, 2002, p. 56)

This approach emphasizes the use of real-world skills, which is something encountered by many teachers in classroom settings. The common refrain of but when will I use this in the real world? can be heard across a number of subjects.

Tackling real world problemsprovide concrete applications to knowledge and skills learned in the classroom as they relate to students themselves and society. Real examples also encourage students to be aware of the choices they make and how they fit into the greater societal context. (Use Real World Examples to Teach Sustainability, n.d.)

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HeRbarts approach & relevance to idtJohann Freidrich Herbart, the father of scientific pedagogyrecommended that the teacher should first prepare the pupils to be ready for a new lesson. Further, he suggested that the pedagogy should associate the new lesson with ideas studied earlier. (Merrill, 2002, p.51).

Herbart is largely to thank for education being studied in universities today; without his work, we would not be studying education. In his work Universal Pedagogy, Herbart lays out five formal steps to teaching which we see in use today. Herbarts principles can be entirely conflated to Merrills principles:

Preparation and Presentation: the use of existing knowledgeas a foundation for new knowledge. Association: encouraging learning of new knowledge through integration into the learners world.Generalization: where new concepts are applied by the learner onto their previous knowledge set. Application: where learners take their new knowledge and use it to solve real-world problems. (Merrill, 2002, p. 51.; Encyclopedia Britannica, 2014.)

Without Herbart, we would lack the terminology to discuss what we are learning now. His contributions, and their direct correlation to schema and cognitive load, make a clear case for the relevance of this theory throughout the history of not just instructional design, but even the formal study of education.

HeRbarts approach & relevance to LDT

Johann Freidrich Herbart, the father of scientific pedagogyrecommended that the teacher should first prepare the pupils to be ready for a new lesson. Further, he suggested that the pedagogy should associate the new lesson with ideas studied earlier. (Merrill, 2002, p.51).

Herbart is largely to thank for education being studied in universities today; without his work, we would not be studying education. In his work Universal Pedagogy, Herbart lays out five formal steps to teaching which we see in use today. Herbarts principles can be entirely conflated to Merrills principles:

Preparation and Presentation: the use of existing knowledgeas a foundation for new knowledge. Association: encouraging learning of new knowledge through integration into the learners world.Generalization: where new concepts are applied by the learner onto their previous knowledge set. Application: where learners take their new knowledge and use it to solve real-world problems. (Merrill, 2002, p. 51.; Encyclopedia Britannica, 2014.)

Without Herbart, we would lack the terminology to discuss what we are learning now. His contributions, and their direct correlation to schema and cognitive load, make a clear case for the relevance of this theory throughout the history of not just instructional design, but even the formal study of education.

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Real-world example: purdue ldtOur forum conversations are brimming with personal and professional experiences and real-world examples to bring the theories we discuss to life. In fact, this is a key component of the learning environment within the Purdue LDT program. This method of learning using our previous experiences plays to the exact strength of the schema and cognitive load theory within a well-known universitys graduate program.

(Langer, 2016)

Real-world example: Purdue LDT

Our forum conversations are brimming with personal and professional experiences and real-world examples to bring the theories we discuss to life. In fact, this is a key component of the learning environment within the Purdue LDT program. This method of learning using our previous experiences plays to the exact strength of the schema and cognitive load theory within a well-known universitys graduate program.

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The origin of all pedagogical study, and the integration of formal education, is rooted in Herbarts schemata-centric philosophies. Without this theory, there would be no educational theory for current students to study whatsoever.

Students exhibit more interest on subject matter with a framework built around things students have experienced/are experiencing in their lives. For example, About half the 6th through 12th grade students surveyed reported taking a class during the current school year in which they were required to pay attention to government, politics or national issuesNearly two-thirds of these students reported that their interest in national issues had increased as a result of the courses incorporating national issues in which they participated (Chapman, Nolan, & Kline, 1997, p. 4).

When creating a learning environment that is exciting and increases subject matter engagement, it is clear that schema and cognitive load learning is the superior framework for increasing student interest. Why This is the best framework

Why This is the best framework

The origin of all pedagogical study, and the integration of formal education, is rooted in Herbarts schemata-centric philosophies. Without this theory, there would be no educational theory for current students to study whatsoever.

Students exhibit more interest on subject matter with a framework built around things students have experienced/are experiencing in their lives. For example, About half the 6th through 12th grade students surveyed reported taking a class during the current school year in which they were required to pay attention to government, politics or national issuesNearly two-thirds of these students reported that their interest in national issues had increased as a result of the courses incorporating national issues in which they participated (Chapman, Nolan, & Kline, 1997, p. 4).

When creating a learning environment that is exciting and increases subject matter engagement, it is clear that schema and cognitive load learning is the superior framework for increasing student interest.

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Works CitedChapman,C., Nolan,M.J., & Kline,K. (1997).Student Interest in National News and its Relation to School Courses(NCES 97-970). Retrieved May 19, 2016, from National Center for Education Statistics website: http://nces.ed.gov/pubs97/97970.pdf

InTeGrate. (n.d.) Use Real World Examples to Teach Sustainability. Retrieved May 17, 2016, from The Science Education Resource Center at Carleton College website: http://serc.carleton.edu/integrate/teaching_materials/real_examples.html

Johann Friedrich Herbart.(2016). InEncyclopdia Britannica. Retrieved May 18, 2016, from http://www.britannica.com/biography/Johann-Friedrich-HerbartLanger, B. Screenshot of Purdue Blackboard Environment. Retrieved May 19, 2016, from Purdue MyCourses: https://mycourses.purdue.edu/webapps/discussionboard/do/conference?toggle_mode=read&action=list_forums&course_id=_243791_1&nav=discussion_board_entry&mode=view

Malamed, C. (n.d.). What is Cognitive Load? Retrieved May 16, 2016, from The eLearning Coach: http://theelearningcoach.com/learning/what-is-cognitive-load/

Merrill, M. D. (2002). First Principles of Instruction. Educational Technology, Research and Development. 2002; 50, 3, ProQuest Research Library. Mind Tools Editorial Team. (n.d.). Cognitive Load Theory Helping People Learn Effectively. Retrieved May 17, 2016, from MindTools Essential skills for an excellent career: https://www.mindtools.com/pages/article/cognitive-load-theory.htmPappas, C. (n.d.). Cognitive Load Theory and Instructional Design. Retrieved May 15, 2016, from eLearning Industry: http://elearningindustry.com/cognitive-load-theory-and-instructional-designReiser, R., & Dempsey, ,. (2012). Trends and Issues in Instructional Design and Technology (Third ed.). (K. Villella Canton, Ed.) Boston, MA: Allyn & Bacon.Science Watch. (2009, August). Emerging Research Fronts - 2009. Retrieved May 15, 2016, from Science Watch.com: http://archive.sciencewatch.com/dr/erf/2009/09augerf/09augerfMerr/

Works Cited

Chapman,C., Nolan,M.J., & Kline,K. (1997).Student Interest in National News and its Relation to School Courses(NCES 97-970). Retrieved May 19, 2016, from National Center for Education Statistics website: http://nces.ed.gov/pubs97/97970.pdf

InTeGrate. (n.d.) Use Real World Examples to Teach Sustainability. Retrieved May 17, 2016, from The Science Education Resource Center at Carleton College website: http://serc.carleton.edu/integrate/teaching_materials/real_examples.html

Johann Friedrich Herbart.(2016). InEncyclopdia Britannica. Retrieved May 18, 2016, from http://www.britannica.com/biography/Johann-Friedrich-HerbartLanger, B. Screenshot of Purdue Blackboard Environment. Retrieved May 19, 2016, from Purdue MyCourses: https://mycourses.purdue.edu/webapps/discussionboard/do/conference?toggle_mode=read&action=list_forums&course_id=_243791_1&nav=discussion_board_entry&mode=view

Malamed, C. (n.d.). What is Cognitive Load? Retrieved May 16, 2016, from The eLearning Coach: http://theelearningcoach.com/learning/what-is-cognitive-load/

Merrill, M. D. (2002). First Principles of Instruction. Educational Technology, Research and Development. 2002; 50, 3, ProQuest Research Library. Mind Tools Editorial Team. (n.d.). Cognitive Load Theory Helping People Learn Effectively. Retrieved May 17, 2016, from MindTools Essential skills for an excellent career: https://www.mindtools.com/pages/article/cognitive-load-theory.htmPappas, C. (n.d.). Cognitive Load Theory and Instructional Design. Retrieved May 15, 2016, from eLearning Industry: http://elearningindustry.com/cognitive-load-theory-and-instructional-designReiser, R., & Dempsey, ,. (2012). Trends and Issues in Instructional Design and Technology (Third ed.). (K. Villella Canton, Ed.) Boston, MA: Allyn & Bacon.Science Watch. (2009, August). Emerging Research Fronts - 2009. Retrieved May 15, 2016, from Science Watch.com: http://archive.sciencewatch.com/dr/erf/2009/09augerf/09augerfMerr/

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