Cognitive Interactivity Gina A. Richter Gina A. Richter

First things first Gina A. Richter Gina A. Richter

First things first I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do. Leonardo da Vinci Why are you here? What would you like to get out of this session? I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do. Leonardo da Vinci Why are you here? What would you like to get out of this session?

POLL #1 Instructional Designers Developers Managers Trainers Professors Instructional Technologists (academic environment) Instructional Designers Developers Managers Trainers Professors Instructional Technologists (academic environment)

Mission Determine what a cognitive interaction is, and why it is important to implement when creating e-Learning courses Instructional strategies for creating cognitive interactions Determine what a cognitive interaction is, and why it is important to implement when creating e-Learning courses Instructional strategies for creating cognitive interactions

Cognitive Interactivity (Agenda) What is it? Why? How? Where do we start? Questions? What is it? Why? How? Where do we start? Questions?

Cognitive Interactivity - What is it? Cognitive Processes (Hooper & Hannafin) Engaging our learners cognitively Cognitive restructuring, learning, working memory…long-term memory… Cognitive Processes (Hooper & Hannafin) Engaging our learners cognitively Cognitive restructuring, learning, working memory…long-term memory…

Why Cognitive Interactivity? It is why we do what we do…to get to behavior changes and performance improvement.

How? The 10 Steps. Enabling Retrieval (Organization) Enabling Retrieval (Integration) Enabling Retrieval (Transfer) Enabling Retrieval (Retrieval Plans) Orienting (Enabling Contexts) Enabling Retrieval (Organization) Enabling Retrieval (Integration) Enabling Retrieval (Transfer) Enabling Retrieval (Retrieval Plans) Orienting (Enabling Contexts)

How? The 10 steps. Presenting (Dual Encoding) Applying Cognitive Load Theory Enabling Encoding (Cognitive Practice) Enabling Encoding (Metacognition) Enabling Encoding (Cognitive Dissonance) Presenting (Dual Encoding) Applying Cognitive Load Theory Enabling Encoding (Cognitive Practice) Enabling Encoding (Metacognition) Enabling Encoding (Cognitive Dissonance)

Enabling Retrieval (Organization) Create manageable chunks (lessons, or modules). As recommended by Clark (2003) provide “signals and cues” as to what is important including: transitions, headings, sub- headings, summaries, topic introduction, and learning objectives. Create manageable chunks (lessons, or modules). As recommended by Clark (2003) provide “signals and cues” as to what is important including: transitions, headings, sub- headings, summaries, topic introduction, and learning objectives.

Enabling Retrieval (Organization) Ask questions that enable learners to recall concepts Ask questions that force learners to demonstrate what they have just learned. Provide feedback to reinforce or remediate the new concepts they just constructed Use similar verbiage to provide cues while learners are applying new information for the first time (Gagne, 1985, p. 127) Ask questions that enable learners to recall concepts Ask questions that force learners to demonstrate what they have just learned. Provide feedback to reinforce or remediate the new concepts they just constructed Use similar verbiage to provide cues while learners are applying new information for the first time (Gagne, 1985, p. 127)

Examples-in chat

Enabling Retrieval (Integration) Place new information in context with existing experience and knowledge to facilitate links and internal cues to existing schema. Bring current knowledge into working memory and allow the new information to be integrated into an existing schema increasing the likelihood of retrieval. Provide narrative storytelling in context of current knowledge through real-world scenarios that replicate actual challenges in order to build on existing knowledge. Place new information in context with existing experience and knowledge to facilitate links and internal cues to existing schema. Bring current knowledge into working memory and allow the new information to be integrated into an existing schema increasing the likelihood of retrieval. Provide narrative storytelling in context of current knowledge through real-world scenarios that replicate actual challenges in order to build on existing knowledge.

Enabling Retrieval (Transfer) Drill and practice for near transfer, replicates exact process or procedure that the learner will need to be successful. Far transfer requires an understanding of rules, or concepts that need to be applied to several different possible challenges. Practice applying rules, asking questions to make connections to the process, provide cognitive tools, scaffolding, and feedback through the process. Drill and practice for near transfer, replicates exact process or procedure that the learner will need to be successful. Far transfer requires an understanding of rules, or concepts that need to be applied to several different possible challenges. Practice applying rules, asking questions to make connections to the process, provide cognitive tools, scaffolding, and feedback through the process.

Examples -chat

Enabling Retrieval (Retrieval Plans) Through a set plan, which either completely replicates the exact process, or is represented by an abstract advance organizer. Advance organizer (Mind-mapping, facilitation of connecting the known to the unknown) Through a set plan, which either completely replicates the exact process, or is represented by an abstract advance organizer. Advance organizer (Mind-mapping, facilitation of connecting the known to the unknown)

Orienting (Enabling Contexts) Games, simulations and enabling contexts enable a learner to be oriented to the new knowledge in many different ways facilitating the encoding and later retrieval when necessary in similar or different contexts within a real scenario.

Presenting (Dual Encoding) Provide dual encoding Color and images to highlight key concepts Provide dual encoding Color and images to highlight key concepts

Presenting (Cognitive Load Theory) “Multimedia Principle” appropriate combination of graphics and text; “Contiguity Principle” proximity of graphics and text; (the closer the better) “Modality Principle” utilizing audio to describe complex graphics or animations rather then text; (this takes advantage of dual encoding) “Multimedia Principle” appropriate combination of graphics and text; “Contiguity Principle” proximity of graphics and text; (the closer the better) “Modality Principle” utilizing audio to describe complex graphics or animations rather then text; (this takes advantage of dual encoding)

Presenting (Cognitive Load Theory) “Redundancy Principle” possible decreased learning due to repeating information on screen with text and audio; (if a graphic is also present) “Coherence Principle” adding seductive but unrelated complex graphics; (can distract) “Personalization Principle” storytelling and the use of learning agents; (can engage) (Clark, 2002, pp.3-7 ) “Redundancy Principle” possible decreased learning due to repeating information on screen with text and audio; (if a graphic is also present) “Coherence Principle” adding seductive but unrelated complex graphics; (can distract) “Personalization Principle” storytelling and the use of learning agents; (can engage) (Clark, 2002, pp.3-7 )

Examples-in Chat

Enable Encoding (Cognitive Practice) Making crucial decisions within a virtual environment that presents the learner with challenges they might encounter outside of the learning environment and allows you to apply rules or underlying concepts. As well as actual practice of processes and procedures that they will encounter once they leave the learning environment. Making crucial decisions within a virtual environment that presents the learner with challenges they might encounter outside of the learning environment and allows you to apply rules or underlying concepts. As well as actual practice of processes and procedures that they will encounter once they leave the learning environment.

Enabling Encoding (Metacognition) Enabling the learner to check their progress through activities where they are challenged through questions or possibly the application of skills, or maybe the application of the newly acquired knowledge and skills.

Cognitive Dissonance If learners are experts it might be necessary to integrate cognitive dissonance which wakes up a learner cognitively and lets them know things have changed and they need to pay attention.

Cognitive Interaction Wrap-up Cognitive Processes Instructional Strategies Cognitive Processes Instructional Strategies

Resources BJET- British Journal of Educational Technology AACE- Association for the Advancement of Computing in Education JILR - Journal of Interactive Learning Research JEMH - Journal of Educational Multimedia and Hypermedia IJEL - International Journal on E-Learning

QUESTIONS???? GINA ANN RICHTER GINA ANN RICHTER