1. Brunning – Chapter 10 Technological Contexts for Cognitive Growth Learning is influenced primarily by good instructional methods that takes advantage of what technologies have to offer Cognitive Load Theory  some learning environments impose greater demands Four Component Instructional Design (4C/ID)  blueprint on how technology can be used to develop complex skills Social Cognitive Theory  use of technology to create and support communities of learning

2. How can Students Use Technology? Uses of Technology –Receive information –Search for and find information –Organize and present information –Explore simulated environments –Participate in authentic learning environments –Communicate and collaborate with other students –Practice skills and receive feedback on progress –Cognitive support and extended abilities Cognitive Skills Needed –Locating and judging information –Communicating effectively –Using self monitoring and self regulation techniques –Proceduralizing knowledge –Contextualizing knowledge –Adopting mastery orientation

3. Cognitive Load Theory and Multimedia Design Cognitive Load Theory Role of working memory in instructional design: Meaningful learning depends on active cognitive processing in WM WM can only process a few units at a time When excessive cognitive load = decrease processing efficiency Intrinsic Cognitive Load Material being learned = difficult and complex Extraneous Cognitive Load Related to the instructional design = How information is being presented Designing instruction to reduce intrinsic cognitive load  resources: (1) LTM’s unlimited capacity and processes of schema Formation; (2) unique nature of working memory The use of prior knowledge Chunking

4. Features to encourage schema automation Goal free Problems = Repetition of subgoals to achieve automaticity (RULE) Visual- Spatial Sketchpad + Phonological loop Parallel processing Simultaneously with successive presentations Technology presentation to reduce cognitive load demands: 1.Contiguity 2.Coherence (clean) 3.Modality 4.Adding redundant information Four components of instructional design (organization & sequencing of programs which allow for practice opportunities): 1.Leaning tasks (integrated set of learning goals) 2.Supportive information (bridge./. Prior knowledge and new information 3.JIT information  step by step information (prompts) 4.Part-task-practice  practice components of task

5. Social Cognitive Theory & Development of Classroom Communities Social/cognitive view questions for technology: –How can technology be used to help students collaborate? –Can technology aid in the creation of a classroom learning community? –Can technology make learning activities more meaningful? –Can technology be used to develop intrinsic motivation? –How can technology equalize learning? Knowledge Building Community  share and advance knowledge of the group  principles: –Support educational peer interactions –Integrate different form of discourse –Focus students on common problems –Promote awareness of participants’ contributions –Encourage students to build on each other’s work as a community

6. Implications for Teaching Use cognitive principles as criteria for judging technology-based instruction Emphasize technology’s sense making uses Support authentic, challenging tasks with technology Use technology to create and support collaborative learning Use technology as appropriate to provide feedback Help disabled students access and make use of assistive technology