1. "Technology does not necessarily improve education
"Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)
LOVE this quote.

2. Reducing Cognitive Overload:
Effective Integration of Web 2.0 Technologies
Jennifer J. Little, MLS, Reference/Instruction Librarian, The College at Brockport, State University of New York,
Anne M. Canale, MS CDIT, Independent Consultant, Instructional Design, Instructional Technology and E-learning,
Ed Tech Day 2010, Ithaca College, Ithaca, NY
March 25, 2010

3. Why do we care?
Instructional professionals need to know if Web 2.0 technologies support or disrupt learning.
New technologies
which ones support learning?
which ones trends-fads, the “bells & whistles”?
How do we create learning experiences that reduce CO, thus enhancing and improving learning?
Onslaught of web 2.0 technologies; and their impact educationally.
Ubiquitous.

4. What is Cognitive Overload?
One’s cognitive capacity for learning is limited; often called information overload.
Often obvious:
Poorly designed
Disorganized
Irrelevant/redundant information
Aesthetically unappealing
Distracting; noisy; busy
Poor use of font/color/style
The course, lesson, artifact, web site, elearning tool, etc., etc.

5. Types of Cognitive Load
Intrinsic - amount of cognitive processing required to comprehend the material
Germane (relevant)- learner engaged in making sense of the material using familiar/new schema.
Extraneous (irrelevant)-amount of cognitive capacity used for cognitive processing is not relevant to the goals of instruction; does not contribute to learning (Mayer, 2008)
We’re trying to reduce extraneous, thus increasing the learner’s germane/intrinsic learning.
Extraneous CL is as instructor/course developer,  p12.

6. Cognitive Load Theory
Learning principles - result in efficient instructional environments as a consequence of leveraging human cognitive learning processes.
Universal – all types of content, all delivery media, all learners.
Application-use fundamental tools of training (text, visuals, audio, technical content, soft skills); design; incorporate into all delivery platforms (print/online)
Techniques to help learners free their working memory load so that information may be stored in their long-term memory.
Application of cognitive load theory principles leads to efficient learning.

7. Practical Applications
Based on research; educational theory and sound pedagogy.
We’ll now show you a few examples of the good, the bad and the ugly…

8. http://dpgraph.com Example: The “LESS IS MORE” principle not used.
DPGraph: Dynamic Photorealistic 3D Graphing Software for Math and Physics Visualization dpgraph.comn
Principles violated:
Pare content down to essentials.
Eliminate extraneous visuals, text and audio. 
Eliminate redundancy
Poor use of color
Poor use of graphics
Distracting

9. With all due respect…http://www.tltgroup.org/resources/blogs.htm
This is the top section of the web page. See next slide.

10. This is the bottom half of the same web page.

11. A good example: A Library Research Guide following the principles to manage cognitive load:
Western Virginia University,
Supports attention:
Uses cues and signals to focus attention to important visual and textual content
Integrates explanatory text close to related visuals on pages and screens
Integrates words and visuals used to teach computer applications into one delivery medium.
Aesthetics:
Clearly defined headings
Navigational tools
Appropriate use of font/style
Consistency within entire site
Good alignment of words and pictures

12. "Technology does not necessarily improve education
"Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye." (Veenema & Gardner, 1996)
As we said…..

13. Resources
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