1. Using Cognitive Load Theory to improve ‘troublesome’ courses Raina Mason and Carolyn Seton

2. The germination of CAFÉ Cognitive Load Theory Success (case study) Requests for practical guidelines One-on-one evaluation and changes – More success Workshop -> CAFÉ Launch at ACE

3. Cognitive Load Theory John Sweller - early 80’s Based on information processing model of human cognitive architecture Large amount of effects Large amount of research – strong results Robust and mature theory

4. Cognitive Load Theory 1. Cognitive Architecture

5. 2. Working memory limitations Cognitive Load Theory

6. 2. Working memory limitations Cognitive Load Theory Time: few seconds (Peterson & Peterson, 1959) Capacity: between 5 – 9 elements (Miller, 1969)

7. 3. Instructional Design implications Cognitive Load Theory Manage cognitive load Reduce non-necessary (extraneous) load Promote learning load (germane load) Avoid overload CL = function of Content complexity presentation of content Student’s prior expertise

8. 4. Instructional Design effects Cognitive Load Theory Segmentation effect Modality effect Split attention effect Redundancy effect Worked examples effect Faded worked examples Goal-free effect Sub-goal effect Self-explanations Mental rehearsal Priming Expertise reversal effect … and more

9. Case Study Database Systems course TROUBLESOME Failure rate – 33% of students who handed in everything – 47% of students who did not withdraw

10. Problems Lack of understanding about SQL Lack of database skills Feedback – 3.66 (course) – 4.17 (teaching) “Too much content, not enough time.” “I’m still confused why SQL not Access design view for query in exam … Access is easy faster and same in working.”

12. Results - Feedback

13. “I do sense that everything is rushed as if another week or so is needed to properly cover the course.” “I do not think there was enough emphasis on learning the Structured Query Language.”

14. Results - Score

15. Transfer of Skills “One student group I have includes one student who passed Database Systems last year [conventional course] and one currently doing Database Systems [redesigned course]. The second student already has a far superior understanding of the relational database model and is correcting issues in both analysis and design for the first student. The first student said they have learned a lot about databases from the second student.”

16. Retention/use of skills! “In previous years, students have been provided with a limited set of Database permissions to complete the requirements of their assessments – that is a Database driven website. This year those students that completed the Database I course requested additional permissions on the shared server so they could set referential integrity constraints. … During the semester it became clear that these students were undoubtedly more prepared than previously, with an advanced understanding of database design, construction and queries.”

17. Summary Premise that students were experiencing cognitive overload No changes to overall content of course Same exam (same content) Clear benefit for struggling students Clear benefit for ‘troublesome’ course

18. Comments?

19. CAFÉ TOOLKIT Practical Session

20. CAFÉ Toolkit Associated research project What we want from you: – Demographics survey as part of registration – Feedback survey at end of workshop – Follow-up survey after 3 months (email invite)

21. “WHAT DID YOU DO?” Recap

22. Range of changes Range from ‘easy’ ------> time- consuming/complex to implement “Whole of course” Resources – textbook, study guide, lectures, etc.

23. Content examination: Industry Input Student lack of understanding – About result sets – About constructing SQL queries – Of abstraction layers Content was generally good No change to content, change instructional design

24. Resequencing 1.Fundamentals 2.Relational DBs 3.Creating DBs 4.SQL scripts 5.Data Modelling Case Study 6.Advanced Design 7.DB Web Apps 8.Client-Server DB 9.DB Administration 10.Data Warehousing Case Study 1.Fundamentals 2.Analysis & ERDs 3.Database design 4.Advanced design 5.Relational DBs 6.Basic SQL 7.Advanced SQL 8.Physical design 9.Client-server DB 10.DB Web Apps 11.Data Warehousing 12.DB Administration

25. Resequencing 1.Fundamentals 2.Relational DBs 3.Creating DBs 4.SQL scripts 5.Data Modelling Case Study 6.Advanced Design 7.DB Web Apps 8.Client-Server DB 9.DB Administration 10.Data Warehousing Case Study 1.Fundamentals 2.Analysis & ERDs 3.Database design 4.Advanced design 5.Relational DBs 6.Basic SQL 7.Advanced SQL 8.Physical design 9.Client-server DB 10.DB Web Apps 11.Data Warehousing 12.DB Administration

26. Resequencing 1.Fundamentals 2.Relational DBs 3.Creating DBs 4.SQL scripts 5.Data Modelling Case Study 6.Advanced Design 7.DB Web Apps 8.Client-Server DB 9.DB Administration 10.Data Warehousing Case Study 1.Fundamentals 2.Analysis & ERDs 3.Database design 4.Advanced design 5.Relational DBs 6.Basic SQL 7.Advanced SQL 8.Physical design 9.Client-server DB 10.DB Web Apps 11.Data Warehousing 12.DB Administration

27. Re-design of materials

28. Assessment Re-designed Course 5 online quizzes Assignment 1 - Development Assignment 2 - Design & Development Exam Conventional Course Assignment 1 - Design & Development Assignment 2 - Design & Development Exam

29. Further work Added “bite-size” screencasts for SQL Added more worked examples Added faded worked examples Still work in progress.

30. Questions / Discussion