1. Applying cognitive load theory to the redesign of a conventional database Systems course
By raina mason, Carolyn seton & graham cooper
Presented by laurel powell

2. Citation Information
Raina Mason, Carolyn Seton & Graham Cooper (2016) Applying cognitive load theory to the redesign of a conventional database systems course, Computer Science Education, 26:1, 68-87, DOI: / Images and Charts reproduced in this presentation are from the article above.

3. Introduction Cognitive Load Theory (CLT)
Redesign of an Introductory Database Systems Course
Low Student Satisfaction
High Failure Rates

4. Cognitive Load Theory – Key Terms and concepts
Interplay between long-term memory and working memory
Long-term memory
Schemas
Working memory
Limited Space
Interactions between Elements
Expert Schemas and Novice Schemas
Sweller (cited many times – 1999 and on) based on information processing model of human cognitive architecture.
Long term memory and working memory. Interplay between the two
Schemas hierarchically structured networks of information stored in long term memory.
Working memory. Nine elements (1956), 3 to 5 meaningful items (2001). Schema counts as an element in working memory
Relationships between elements count as elements
Expert schemas are much more complex and are easier to work with. More automated, and lesser cognitive load.

5. Cognitive Load Theory – Types of Cognitive load
Germane Cognitive Load
Construction, integration, automation of schemas
Intrinsic Cognitive Load
Complexity of the information to be learned
Extraneous Cognitive Load
Material Format and Learning Activities
Add these together to get overall load.
If there is too much extraneous or the intrinsic is too big them students won’t learn.
Intrinsic complexity is tied to the content. It is hard to change. However, it can be reduced by lowering element interactivity.
Extraneous cognitive load is where you want to make changes.

6. Implications for instruction
Worked Examples for Novices
Sub Goals
Segmentation
Split Attention
Redundancy
For Novices: Worked Examples stresses process. Tutored Problem solving is cognitive load high and puts the focus on getting the answer. You do need to switch to other things – faded work etc.
Sub Goals and Segmentation focus on breaking down problems/content into smaller units.
Sub goals are for problem solving and segmentation is good for schemas.
Split Attention – multiple locations for material that needs to be integrated– increases load.
Redundancy, same information multiple formats.

7. Redesigning the course – The Course
12 Week Database Systems Course
Two Practical Assignments and a Final Exam
High Failure Rate
Student Feedback on the Course was below the University Average
Difficulty with Queries and Excessive Reliance on Microsoft Access
Database Fundamentals, administration, designing, developing, maintaining, SQL queries, etc.
Final was closed book. Assignments were done in Access and involved some development
33% Failure Rate excluding withdrawals. 47% failure rate including students that did not withdraw. Other faculty that required students that passed to use the skills from this class were not happy.
University Average 3.99 (5 pt. Likert) Course Teacher eval 4.17.

8. Redesigning the Course – Application
Building Schemas and Reducing Jargon
Reduces Intrinsic and Extraneous Load
Sequence of Material
Kept all material but added another tool so students learned something other than just Access.
Layman’s terms at first, encourage students to use ideas they already have, and only introduce the jargon when absolutely necessary.
SQL integrated rather than lumped into a large chunk. Fundamentals first, to make better schemas. General to specific and concrete to abstract.
Added consolidation time.

9. Redesigning the course – Application
Integrated Text and Screenshots
Reduces Cognitive Load from Split Attention
Worked Examples
Changes in Textbook, Software, and Assessments

10. Results Significantly Improved Student Satisfaction
Student performance on the exam was significantly improved
The same exam and marking guides were used
Student’s were much more interested in SQL and instead of wondering why it was taught, wanted to know more about it.

11. Results

12. Conclusion Limited Small Study
Strategic Changes to Presentation rather than Content
Domain Experts Create the Course Material

13. Questions? Talking Points: Cognitive Load Theory in Class
Experience with Cognitive Load
Assumptions Experts Have that Novices Won’t