09/01/20161 Re-thinking knowledge

09/01/20162 Knowledge Knowledge and Information Information transfer Knowledge induction Information transfer Reshaping individuals knowledge

09/01/2016Urbino - Enrico Foglia3 From recent researches on cognitive abilities Knowledge is contextual Knowledge is the outcome of a social interactions Knowledge is shared

09/01/20164 Inert knowledge Not used Considered irrelevant for the situation Information did not evolve into knowledge

09/01/20165 Memory and congitive load - Source: LTE University Florence

09/01/20166 Memory and Cognitive load John Sweller The purpose of this theory is highlighting characteristics and shortfalls of human memory; the aim is the development of more effective method for the assimilation of traditional and/or multimedia study materials. Indeed, any effective teaching can be developed only taking into account students cognitive abilities, paying special attention to the key functions of memory and to its limitations.

09/01/20167 Incoming stimula Sensorial Memories Sight Hearing Touch Taste Smell Selective Attention Working Memory Long-term Memory Memorization Salvage Oblivion Cognitive load

09/01/20168 System deficits Information can be stored only in the long-term memory. Before being stored or used by the long-term memory, information needs to be processed by the working memory. But the working memory is extremely unsatisfactory both in its storage capacity (information processed per unit of time) and duration of storage period. In some circumstances, these information can impair knowledge Cognitive load

09/01/20169 Edge of memory: characteristics Working Memory Long-term Meory Memorization Salvage 7 +/- 2 elements for temporary memorization 2/4 elements for processing Cognitive load

09/01/ Support offered by mental frames Working Memory Long-term Memory Memorization Salvage MENTAL FRAMES Complexity Automaticity Cognitive load

09/01/ Example 1 Pick the correct information 1 – The grandfather of my father’s brother is the son of my grandfather's brother. 2 – The grandfather of my father’s brother is the father of my grandfather’s brother. Cognitive load

09/01/ – The grandfather of my father’s brother is the son of my grandfather's brother (false) 2 – The grandfather of my father’s brother is the father of my grandfather’s brother (true) My great grandfather My grandfather My grandfather’s brother My fatherMy father’s brother The son of my grandfather’s brother Me Carico cognitivo Start from here

09/01/ Starting from a list to memorize: Example 2 A method to schematization: 1 (3 times) 2 (4 times) 5 (2 times) An example of pattern detection: A method of schematization: Starting from 5 add sequentially 3 and 4 (Pattern) Cognitive load

09/01/ Elements into play Student’s Expertise Contents complexityDidactic methods Cognitive load

09/01/ Three types of cognitive loads Intrinsic cognitive load Determined by interaction of type of didactic materials and level of student’s expertise Extraneous cognitive load Associated to processes not strictly related to the learning mechanism, and can be modified in the didactic method Relevant cognitive load Associated to processes strictly related to the learning mechanism as a mental frames building process. Carico load

09/01/ The three types of cognitive loads are additive Having limited mental resources available, it’s necessary to decide how to distribute the cognitive lead among its three components. Intrinsic Cognitive Load Extraneous Cognitive Load Relevant Cognitive Load Total cognitive capacity Intrinsic Cognitive Load Extraneous Cognitive Load Relevant Cognitive Load Total cognitive capacity Cognitive load

09/01/ Decrease Intrinsic cognitive load chunking sequencing pacing Cognitive load

09/01/ Decrease Extraneous cognitive load Avoid: inappropriate examples overload of visual and auditory component irrelevant information Cognitive load

09/01/ Increase Relevant cognitive load Encourage mental frames building number of problems to solve put in practice the acquired knowledge Cognitive load

09/01/ Memorization of information and knowledge Tulving has advanced the hypothesis of at least three memory systems for processing different kind of information: the episodic memory the procedural memory the semantic memory

09/01/ Episodic memory Our personal memories are related to episods, facts and experiences we are living.

09/01/ The procedural memory is the memory system underneeth actions that require deftness: Explicit knowledge: what we are aware of knowing. Tacit knowledge: what we know without being aware of. Procedural memory

1/9/ SEMANTIC MEMORY General knowledge we have, built as a result of deduction and induction processes in specific episodes; it is made of schemes, models, paradigms, propositions, programs, scripts. It starts building during the second year of life.

09/01/ Empisodic memory Semantic memory

09/01/ Empower your mind with the wont of doubt and your heart with the one of tolerance.