1. ICLEPS 29 August 2005 Implications of levels of learner expertise for instructional methods Slava Kalyuga

2. ICLEPS 29 August 2005 Content Brief overview of our cognitive architecture Organized knowledge base and cognitive load What instructional methods are best for whom? (Expertise reversal effect) Instructional implications and research problems

3. ICLEPS 29 August 2005 Review of our cognitive architecture Cognitive studies of expertise: Knowledge base in LTM is central to cognitive processing

4. ICLEPS 29 August 2005 Review of our cognitive architecture Knowledge base in LTM affects the way we process information in WM and solve problems: Novices : weak problem-solving methods Experts : retrieval and application of previously acquired LTM knowledge structures

5. ICLEPS 29 August 2005 Organized knowledge base and cognitive load WM is very limited when dealing with novel information (novices) WM has no known limits when dealing with information that has been organized and stored in LTM (experts)

6. ICLEPS 29 August 2005 Organized knowledge base and cognitive load Long-Term Working Memory (LTWM) Executive function of LTM knowledge structures

7. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect) Instructional designs or procedures that are effective for novices may be ineffective for more expert learners Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31 Kalyuga, S. (2005). Prior knowledge principle. Chapter in Cambridge Handbook of Multimedia Learning. Cambridge University Press.

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13. What instruction is best for whom? (Expertise reversal effect) Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 1-11

14. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

15. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect) Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.

16. ICLEPS 29 August 2005 A N switch coil light 1. The Starter consists of a start push button, a stop push button and a switch activated by the coil. 2. Pressing down the start push button closes the circuit and allows the current to flow through the coil.. 3. The energised coil closes the switch, which provides an alternative closed circuit for the coil to that provided by the start push button. This circuit acts as a holding one: the start push button now can be released without breaking the current flow through the coil. 4. The light is operational, as the closed switch provides a closed circuit for it. 5. To cease operation of the light the stop push button is pressed. The circuit in the Starter is now open, the coil is no longer energised and the switch returns to its normal open position. Start Stop

17. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

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22. What instruction is best for whom? (Expertise reversal effect)

23. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

24. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

25. ICLEPS 29 August 2005 Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.

26. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

27. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

28. ICLEPS 29 August 2005 What instruction is best for whom? (Expertise reversal effect)

29. ICLEPS 29 August 2005 Instructional techniques and procedures need to change dynamically with alterations in expertise. Previous ideas (Aptitude-Treatment Interactions) and recent developments. EARLI 2005: P. Ayres; R. Atkinson; R. Bruenken; A. Renkl; N. Schwartz. Mk What instruction is best for whom? (Expertise reversal effect)

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32. Adaptive learning environments (tutors in algebra and kinematics) were compared to equivalent tutors without real-time adaptation of instruction to the level of learner knowledge Kalyuga, S., & Sweller, J. (2004, 2005), Kalyuga (submitted) What instruction is best for whom? (Expertise reversal effect)

33. ICLEPS 29 August 2005 Instructional implications and research problems more efficient instructional design decisions (micro- a macro- levels) adaptive e-learning with optimized cognitive load (learning without ‘headache’): efficiency-based approach overcoming the narrow view of expertise and organized knowledge structures role of constructive (germane) cognitive load and motivation in expertise acquisition