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Multimedia learning theories – cognitive overload / external and internal

scaffolding/sequencing

Practical examples

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Mastery Training and Deliberate Practice - Learning Neuroradiology

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Mastery Training and Deliberate Practice - Learning Neuroradiology

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Mastery training and deliberate practice: Topic - acute neuroimaging

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CaseBasedLearning@NUHS NUHS Neuroradiology Residency Curriculum Case review strategy for residents and fellows Cognitive apprenticeshi...

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14th Advanced Neuroradiology Course, TTSH

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14th Advanced Neuroradiology Course, TTSH

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A map is a useful aid to navigate and make sense of new or unfamiliar territory. The orbit is included in most neuroimaging cross sectional CT and MRI studies, yet unfamiliar territory to many novice neuroradiologists. We will review an approach to orbital imaging, refined over the last 13 years, through a close working partnership with the clinical ophthalmology and pathology teams at the National University Hospital, in Singapore, through the vehicle of monthly clinical radiology pathology sessions, as well as academic joint symposiums, and review articles that we have published together; by presenting an
"i-Map", a roadmap for orbital imaging.

Review of orbital imaging

PS Goh, MT Gi, A Charlton, C Tan, JK Gangadhara Sundar, S Amrith

European journal of radiology, 2008, 66 (3), 387-395

Presentation "digital content display wall" on website below

Dr GOH Poh Sun
MBBS(Melb), FRCR, FAMS, MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)

Brief Bio:
Dr Goh is a clinician educator who currently devotes 60% of his time to clinical practice and postgraduate training; and 40% of time to faculty development and educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 24/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner. He has a special interest in neuroradiology, and a long-standing association, and collaboration with the ophthalmology department at NUH (for the last 25 years, including being the lead radiologist for the monthly clinical-radiology-pathology teaching case review session for the last 13 years, including role as curator of the digital teaching material from this meeting - there are now over 500 indexed teaching cases in orbital disease in our digital teaching repository).

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://www.nni.com.sg/Education/Doctor-Healthcarepro/Medical-eventsandconf/Documents/14thANRC-Brochure%20Registration%20Form_vMay2014.pdf

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14th Advanced Neuroradiology Course, October 16 and 17th, 2014; Singapore

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A map is a useful aid to navigate and make sense of new or unfamiliar territory. The orbit is included in most neuroimaging cross sectional CT and MRI studies, yet unfamiliar territory to many novice neuroradiologists.

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---------------------

"Message to workshop participants -

Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

http://padlet.com/dnrgohps/eLearningWall

The overview of the program for this workshop is displayed graphically below.

Please explore the content, and reflect on the engagement process as well.

May I invite you to post comments, and questions on the "add your comments" section in this blog below. Please also post in the comments section how you currently use; or are thinking of using eLearning or Technology Enhanced Learning in your own teaching.

Alternatively, I have also set up a "digital wall" for all workshop participants, and faculty to record and share their thoughts (see website/link below). You all have permission/digital rights to post and modify your contributions at any time. Please make use of this digital wall - and please title your contribution, include your name; then share your thoughts; pose questions; share documents, videos, links, or any other contribution you feel would add to the discussion.

http://padlet.com/dnrgohps/eLearningWall

All you need to do is to double click on any clear space on the digital wall on the website above. You do not need to log-in or sign up. And you can modify your post, add to, or delete the post at any time.

_________________

As a specific pre-workshop task, please answer the following questions about yourself, by making a post on the digital wall http://padlet.com/dnrgohps/eLearningWall BEFORE the workshop (by Friday, the week before the workshop please).

1. Tell us a little about yourself (please also identify yourself/give name)

a. background - current clinical, educational or administrative practice, number of years active, practice setting
b. experience and training in eLearning/technology enhanced learning - e.g. pick up as you go along, workshops, courses, formal training (Masters)
c. What barriers/challenges are you currently facing/have you encountered in integrating technology into teaching?

and

2. Share an educational project you intend to use eLearning for (current or planned/upcoming)

a. aim
b. how you intend or hope to use eLearning

___________________

For those of you who prefer traditional literature reviews and articles, please review the following before the workshop.

1. AMEE Guide 32: e-Learning in medical education
Part 1: Learning, teaching and assessment
http://informahealthcare.com/doi/abs/10.1080/01421590802108331
Rachel Ellaway & Ken Masters, Medical Teacher, 2008, 30: 455-473.

2. eLearning in clinical teaching
http://www.faculty.londondeanery.ac.uk/other-resources/files/BJHM_article%2012_%20e-learning.pdf
Ian Doherty, Judy McKimm
British Journal of Hospital Medicine, January 2010, Vol 71, No 1

3. What do we mean by web‐based learning? A systematic review of the variability of interventions
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&citation_for_view=RbXpT6kAAAAJ:IWHjjKOFINEC
DA Cook, S Garside, AJ Levinson, DM Dupras, VM Montori
Medical education 44 (8), 765-774
2010

4. Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:Se3iqnhoufwC
DA Cook, MH Gelula, DM Dupras, A Schwartz
Medical education 41 (9), 897-905
2007

5. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:HDshCWvjkbEC
DA Cook, AJ Levinson, S Garside
Advances in health sciences education 15 (5), 755-770
2010

6. Computer animations in medical education: a critical literature review
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:ULOm3_A8WrAC
JG Ruiz, DA Cook, AJ Levinson
Medical education 43 (9), 838-846
2009

7. Preparing for the changing role of instructional technologies in medical education
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:iH-uZ7U-co4C
BR Robin, SG McNeil, DA Cook, KL Agarwal, GR Singhal
Academic Medicine 86 (4), 435-439
2011

Lastly, please bring your personal WiFi/3G/4G enabled tablet or laptop to the workshop. You should have examples of your teaching content on the tablet or laptop. You will be using this tablet or laptop for the workshop activities.

Very best regards,

Poh Sun"

GOH Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

Brief Bio:
Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://www.slideshare.net/dnrgohps/documents and http://www.slideshare.net/dnrgohps/presentations
(Education presentations and papers)

How Learning Works: Seven Research-Based Principles for Smart Teaching - Susan Ambrose et al. (2010), see links below

How The Brain Learns - David A. Sousa (2011), see links below

How People Learn - National Science Foundation (2004)

Helping Students Learn in a Learner-Centered Environment - Terry Doyle (2008), see links below

(the website is free, AND allows collaboration and brainstorming, while documenting discussions, and promoting sharing)

Can we build the perfect teacher?

Priced to sell - Is free the future?

The long tail

Social Sharing Companies such as Airbnb and Uber, which have a social mission and are also social marketplaces, are able to access all three social value drivers: Advocacy, Connection, and Collaboration. The revolutionary power of Airbnb and Uber comes from their ability to harness technology to create a social sharing platform that facilitates trust by creating transparency and dual accountability. This enables individuals to form weak ties (i.e. Bridging Social Capital) with one another, leading to the personal sharing of goods and/or services (i.e. Linking Social Capital) by Barbara Gray (on LinkedIn Post)

Video - How to land plane in an emergency (reflection exercise)

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eLearning workshop on Wednesday, 23rd July, 2014

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"Message to workshop participants - Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

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http://medicine.nus.edu.sg/meu/events/events.shtml#5May14

Technology Enhanced Learning in Health Professions Education: 3 Case Studies
Dear colleagues and fellow educators,

Thank you for confirming your attendance at the upcoming NUS-PRIME session. I have made a summary of the material I will be presenting, and some additional online resources available for your review before the session. Please have a look at this and either or both email me any comments or questions you might have or post them directly onto the blog.

http://medicaleducationelearning.blogspot.sg/2014/03/nus-prime-technology-enhanced-learning.html?view=sidebar

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

email - dnrgohps@nus.edu.sg

LinkedIn -
http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Slideshare educational presentations and papers -

http://www.slideshare.net/dnrgohps/documents

http://www.slideshare.net/dnrgohps/presentations

Summary of presentation - 3 case studies in Technology Enhanced Learning

Opening remarks

Maastricht MHPE Master Thesis: Use of case pairs can potentially improve the efficiency and effectiveness of radiology residency (April, 2012)

Ericsson KA, Krampe RT, Tesch-Romner C. 1993. The role of deliberate practice in the acquisition of expert performance. Psychol Rev 100:363-406

Use of hyperlinked clinical case repositories in medical education

Use of hyperlinked radiology case repositories in medical education

Digital curation

4C - ID model applied to residency education (management of hyperdense lesions on emergency head CT in patients with suspected acute stroke)

PhD proposal in medical education (deliberate practice and mastery training, ongoing program, from mid 2012 to current)

"Teaching styles that incorporate various forms of technology can facilitate a more interactive learning process for students, providing deeper learning, more motivation and more interest in the subject (e.g. Clark 2002; Schultze-Mosgau et al. 2004; Allen et al. 2008; Gormley et al. 2009). Based on the literature, e-learning and experiential simulation learning are likely better mediums for training physicians if health educators are properly trained in how to incorporate technology into the curriculum. Most studies, however, tend to be based on case studies and are not generalizable."

"Several barriers prevent technology and telemedicine from being a more integrated component of health professional training: (1) cost, (2) efficiency, (3) engaging students and (4) bias against online inferiority. The initial investment for many medical technologies can be as high as $300,000 (De Lorenzo 2005). Consequently, educators are reluctant to integrate new means of training. Aside from cost, another barrier derives from an educators' reluctance to learn how to operate technological resources. With new technology, class instruction preparation requires far more front end work, especially among those who are unfamiliar with the technology (Lockyer et al. 2006; Boerema et al. 2007). A related obstacle is that teachers of health professionals are trained as health professionals, not as educators (Alur et al. 2002). A third concern with e-learning concerns engaging student participation (Lockyer et al. 2006; Boerema et al. 2007), which is associated with poor implementation and design of the training program. If an e-learning program is properly created, it should be as demanding and as engaging as a traditional classroom setting (Clark 2002; Emami et al. 2009), but that takes considerable efforts from instructors. The idea that fully online education is an inferior learning technique if not used properly is also common in many e-learning studies (e.g. Svirko & Mellanby 2008) and appears to be an underlying attitude generally. Researchers have consequently tried to establish e-learning techniques as valid ways to learn, focusing less attention on what should be taught using e-learning approaches. In short, many educators may dismiss the possibility of using various technologies-including e-learning-in the classroom prior to giving these training methods a chance because of preconceived attitudes they have about technology and education."

above quoting from Mason et. al. 2014. Use of technology and perceptions of its effectiveness in training physicians. Med Teach 36: 333-339

citing

Allen EB, Walls RT, Reilly FD. 2008. Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy. Med Teach 30:40-47

Alur P, Fatima K, Joseph R. 2002. Medical teaching websites: Do they reflect the learning paradigm? Med Teach 24:422-424

Boerema C, Stanley M, Westhorp P. 2007. Educators' perspective of online course design and delivery. Med Teach 29:758-765

Clark D. 2002. Psychological myths in e-learning. Med Teach 24:598-604

De Lorenzo RA. 2005. How shall we train? Mil Med 170:824-830

Emami H, Aqdasi M, Asousheh A. 2009. Key success factors in e-learning in medical education. J Med Educ 12:81-89

Gormley G, Collins K, Boohan M, Bickle IC, Stevenson M. 2009. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes. Med Teach 31:e6-e12

Lockyer J, Sargeant J, Curran V, Fleet L. 2006. The transition from face-to-face to online CME facilitation. Med Teach 28:625-630

Schultze-Mosgau S, Thomas Z, Lochner J. 2004. Web-based, virtual course units as a didactic concept for medical teaching. Med Teach 26:336-342

Svirko E, Mellanby J. 2008. Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Med Teach 30:e219-e227

Three Case Studies:
A. At a regional/international conference setting (Symposium on Technology Enhanced Learning, TELroundtable@APMEC2014 at the 11th APMEC in Singapore)

Educational setting - International health professions education conference
Educational challenge - How to engage audience, promote interaction.
Theory - Provide all key information beforehand for advance review. And platform to view and discuss.
Table outlining educational learning theories and theorists

Most influential theories of learning (UNESCO)

http://www.csun.edu/science/ref/theory-research/theorists/theorists.html

Adult learning theories (abstract, AMEE guide No. 83)

Adult learning theories (pdf, AMEE guide No. 83)

Developing questionnaires for educational research (abstract, AMEE guide No. 87)

Method - Use of email to manage, organise and document discussions amongst 6 panelists (3 from Singapore, 1 Sri Lanka, 1 New Zealand, 1 Australia). And website/blog to present content, platform for discussion both before, during and after session, and document reflections from panelists after the conference. The website with available content was announced at opening ceremony of 11th APMEC.
Results - Very good attendance at session. 1 comment/question posted 24 hours before session, 1 during session. Majority of time during 90 minute session was spent in Q and A and discussing content and educational issues, rather than presenting information. Spike in review of material during the session, and after session. Each panelist submitted short reflection posted on 11th APMEC symposium website (below).
Discussion and Reflection - Simple technology enhanced panel and audience engagement and interaction, documented our interaction, and provided information about viewership, and level of interest in topic - by number, and type of questions, majority at session, minority online. The majority of participants chose to engage at the session live. Having a symposium website however allowed other conference registrants not at session, and interested local and international educationalists to review the material. Our interaction was documented on the symposium website, and this platform allowed the panelists to review and reflect on the process of creating content, co-ordinating our presentations, our participation in the symposium, and facilitated writing a short reflection about our involvement in the symposium, which could be immediately shared online.
http://telroundtable2014.blogspot.sg

B. At an institutional level (Learning@NUHS project at the National University Hospital, Singapore)

Educational setting - Residency training at an academic medical centre Results - Year 2 of three year pilot project, with 1st year engaging both leadership and departmental educators, as well as working with initial group of volunteers; there is systematic online content being systematically created by one department, for one specific in Department of Opthalmology and Visual Sciences, University of British Columbia, Canada), and initial content being uploaded by 8 departments (see below), and several
Educational challenge - To provide consistent, high quality content to facilitate resident training
Theory - Deliberate practice, mastery training, distributed practice, cognitive overload, constructivism, active learning
Method - Systematic collection content from day to day departmental and interdepartmental (multidisciplinary) teaching sessions (eg. case presentations, multidisciplinary rounds), which is edited and indexed, followed by selective hyperlinking, with combination of content which has been authored and created in-house with curated online content

module on topic of emergency neuroimaging interpretation (EMD authoring, with radiology, neurology and neurosurgery collaboration and peer review, and pilot resident content testing), one specialty collecting and curating regular multidisciplinary round content (Ophthalmology; with one initiative in NUHS, and 2nd international collaboration with PGY2 resident "grassroots" consultative and collaborative educational projects.

Screenshot of Learning@NUHS intranet content repository landing page Discussion and reflection - Use of an iterative engagement and development model, and project website/blog, facilitated thinking, development of consensus, monitoring progress and documenting development milestones in the project. The project site is also an educational tool, and faculty development resource, for both local and international educators.

http://www.nuhs.edu.sg/nuhsresidency/residency-homepage/learning-at-nuhs.html

and original pilot project website

http://casebasedlearning.blogspot.sg

Normal chest radiograph (M1, undergraduate)

Imaging of respiratory disorders (M2, undergraduate)

C. And departmental/individual teacher level (CasedBasedLearning@NUHS project in the Department of Diagnostic Radiology, National University Hospital, Singapore)

Educational setting - Radiology department with 33 residents and fellows
Educational challenge - Providing access to teaching content for residents on shift or leave; documenting teaching for asynchronous review, both before and after each interactive teaching session; providing an opportunity for all residents both onsite and offsite to attempt case based problem solving, and to document this process for feedback and educational purposes
Theory - Deliberate practice (with feedback), mastery training, constructivism
Method - Use of clinical case material with teaching value, collected and curated daily, made available on website/teaching blog (anonymised, un-annotated, with no clinical or other information provided, i.e pure perceptual / image recognition, categorisation and statement diagnosis and single sentence justification exercise). All residents on-site and off-site attempt 10 cases, and email single statement diagnosis followed by single statement justification to instructor first 10 to 15 minutes, followed by face to face interactive discussion, with one resident's notes of sessions, follow-up annotated images, and anonymised resident answers available for review.
Results - Residents have found teaching format engaging and useful; and actively and enthusiastically participate in this process; monthly sessions, over the last 7 months. Shift, post-call residents and those on leave find accessibility of teaching material and record of discussions useful.
Discussion and reflection - Use of SMS notification of session, unknown diagnosis clinical case material on teaching website for deliberate practice followed by feedback in interactive teaching session, and record of material discussed for offline review leverages on simple familiar "technology" that both residents and instructors are familiar with - (SMS), email and a website/teaching blog.

http://casebasedreview.blogspot.sg

Mastery training and deliberate practice example: Topic - acute neuroimaging

Additional "reading"

(e)Learning using content from an (e)Repository CAN be assessed and evaluated ... (e)Scholarship (some thoughts) .. and 2 related reflection pieces on MedEdWorld.

(e)Learning; digital repositories and digital scholarship (Slideshare)

http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx

(e)Scholarship or digital scholarship

http://mededworld.org/reflections/reflection-items/March-2014/(e)Repository.aspx

http://mededworld.org/reflections/reflection-items/September-2013/(e)Learning.aspx

MOOCs and the Flipped Classroom (Slideshare)

Evaluating teaching - quantity and quality (some methods and examples)

as a case study, compare and contrast digital version of Paulo Coelho's book "Manuscript Found in Accra" with hardcopy print format

"What's most interesting about his approach is not so much what he says, but what he suggests about how texts should be read. In this iPod shuffle worldview, anything and everything can be read selectively" Silvio Meira at the Digital Book Congress in São Paulo (Brasil)

"According to Meira, Paulo Coelho's latest book exemplifies how we read and interact, and it is a great example of what texts will be like in the future."

eLearning in clinical teaching (London deanery)

Current and future trends in eLearning (Imperial College, London)

Short eLearning modules (Leeds Institute of Medical Education)

Social media bootcamp (Canadian Healthcare Education Commons)

(e)Learning (reflection and some curated online resources)

Some thoughts on Mastery Training

My Day: Japanese sushi chef Yosuke Imada (BBC) vs Meet Singapore's coffee king Adrin Loi (BBC)

Knowledge process analysis: Framework and Experience

Measurement of knowledge, process and practice in knowledge management

A Model of Organizational Knowledge Management Maturity based on People, Process, and Technology

Constructivism in practice: The case for meaning-making in the virtual world

Knowledge translation: Introduction to models, strategies and measures

Images of knowledge process practice model

https://ed.stanford.edu/news/great-experimentation-predicted-online-learning or http://derekbruff.org/blogs/tomprof/2014/04/21/tomorrows-professor-enewsletter-1325-great-experimentation-predicted-for-online-learning/

Adaptability is more important than talent

Anders Ericsson

Deliberate practice

The experience trap

The making of an expert

Deep expertise can hinder performance

The power of synthesis

Value of human input (vs Artificial Intelligence)

http://www.bloomberg.com/news/2014-04-06/humans-replacing-robots-herald-toyota-s-vision-of-future.html

The new era of talent

A new age of distruption

How to become world-class at anything

http://en.wikipedia.org/wiki/The_4-Hour_Chef

The first 20 hours

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NUS-Prime: Technology Enhanced Learning - Three Case Studies, Monday, 5 May, 2014

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http://medicine.nus.edu.sg/meu/events/events.shtml#5May14 Technology Enhanced Learning in Health Professions Education: 3 Case Studies Dear colleagues and fellow educators, Thank you for confirming your attendance at the upcoming NUS-PRIME session. I have made a summary of the material I will be presenting, and some additional online resources available for your review before the session.

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http://archive.sciencewatch.com/dr/erf/2009/09augerf/09augerfMerr/

http://www.tensteps.info/uploads/1/4/9/3/14934226/weblecture4cid-versie2.ppsx

http://www.tensteps.info/

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Ten Steps to Complex Learning presents a path from a training problem to a training solution in a way that students, practitioners (both instructional designers and teachers), and researchers can...

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Cognitive Load Theory and Complex Learning:Recent Developments and Future Directions

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Cognitive Load Theory and Complex Learning:Recent Developments and Future Directions

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Jeroen J. G. van Merrienboer and John Sweller

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Cognition and Multimedia Design  for Complex Learning

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Cognition and Multimedia Design  for Complex Learning

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Jeroen J.G. van Merriënboer

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Jeroen J.G. van Merriënboer

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According to Martin Ryder, the The 4C-ID instructional model is characterized by four components: (1) Learning Tasks, (2) Supportive Information, (3) Procedural Information and (4) Part-Task Practice. The tasks are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses.

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Cognitive Architectures for Multimedia Learning

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Cognitive Architectures for Multimedia Learning

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Stephen K. Reed

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Hede and Hede’s integrated model for multimedia effects on learning

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Hede and Hede’s integrated model for multimedia effects on learning

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The Second Workshop of Blended Learning (WBL 2008), as part of the 7th Inter- tional Conference on Web-Based Learning (ICWL 2008), was held in Zhejiang N- mal University, Jinhua, Zhejiang, China during August 20-22, 2008. WBL 2008 provided an international forum for the dissemination of original results in the design, implementation, and evaluation of blended learning systems and related areas.

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Multimedia effects on learning: Design implications of an integrated model

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Multimedia effects on learning: Design implications of an integrated model

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Hede and Hede

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R.E. Mayer's cognitive theory of multimedia learning (CTML) incorporates several concepts from both the science of learning (how people learn) and the science of instruction (how to design instruction). It is built on the philosophy that "the design of e-learning courses should be based on a cognitive theory of how people learn and on scientifically valid research studies. In other words, e-learning courses should be constructed in light of how the mind learns and experimental evidence concerning e-learning features that promote best learning." CTML is supported by Mayer's extensive research involving testing learning theory while focusing on authentic learning situations. He calls this approach "basic research on applied problems." Mayer's research around CTML gave rise to his 10 principles of multimedia instruction.

The Cognitive Theory of Multimedia Learning

Mayer's CTML contends that words and pictures presented to the learner via a multimedia presentation are processed along two separate, non-conflicting channels (figure 1). They enter the sensory memory through the ears and eyes. Words and images are actively selected by the learner from the sensory memory and enter the working memory where they are organized into a verbal model and a pictorial model. Each channel can process only a few "chunks" of information at a given time in working memory. The two models are then integrated with prior knowledge retrieved from long-term memory. This integration occurs within the working memory following each segmented portion of instruction offered to the learner in the multimedia presentation.

Influence of the Science of Learning

Mayer's CTML incorporates four elements from research on how people learn: (a) dual-coding theory, (b) limited capacity working memory, (c) active processing and (d) information transfer.

Dual-Coding Theory

Dual processing cognitive theory was first described by Allan Paivio in 1986. The theory suggests that verbal and visual stimuli are processed separately but simultaneously in working memory. Alan Baddeley's model of working memory (figure 2) also incorporated dual pathway concepts in the form of a central executive regulating a phonological loop and a visuo-spatial sketch pad. He later revised his model to include an episodic buffer.

Limited Capacity Working Memory

It is postulated that the working memory can hold a limited number of items or "chunks" of information at one time which requires us to choose where to allocate cognitive resources. Baddeley's model of working memory recognized that although the central executive could store information, it was limited in its capability to do so. Cognitive load theory was developed by John Sweller who proposed there were limitations on the capacity of working memory and that cognitive load is cumulative in nature, which can affect the ability to learn. Mayer allows for the concept of the limited capacity of working memory by recommending segmenting of instruction and excluding extraneous information.

Active Processing

The CTML acknowledges that humans are actively engaged in cognitive processing in order to make sense of the stimuli presented. We do not passively receive information into our memory. The concept of active processing is reflected in the CTML by the inclusion of selecting, organizing and integrating information. In his book, Multimedia Learning, Mayer states:

"Perhaps the most crucial step in multimedia learning involves making connections between word-based and image-based representations."

Information Transfer

When meaningful learning takes place, people are able to retrieve newly acquired knowledge from long-term memory when they need it to perform a given task. Transfer can be further divided into near-transfer for knowledge that is used immediately after learning it, and far-transfer for when knowledge is needed some time after learning it. Clark & Mayer recommend using worked examples to facilitate both types of transfer.

Influence of the Science of Instruction

From the science of instruction, three key elements are integrated into the CTML: (a) extraneous cognitive load, (b) essential processing and (c) generative learning.

Extraneous Processing

When information irrelevant to the learning objective requires processing, it is considered extraneous cognitive load. Extraneous information competes for the limited cognitive resources available in the working memory and as a result, interferes with efficient learning of the intended objectives. Sweller's Cognitive load theory describes three types of cognitive load; intrinsic (caused by content), germane (relevant to learning) and extraneous (irrelevant to learning). Five of Mayer's principles of multimedia instruction address reducing extraneous cognitive load.

Essential Processing

Essential processing is the learner's ability to understand the main points of the multimedia presentation. What is processed by the learner depends on what is attended to or selected during the instructional period. When essential cognitive processing outstrips the learner's intrinsic cognitive capacity, learning fails to thrive. For example, onscreen text presented simultaneously with animation causes split attention and the visual channel is overloaded. The design of the multimedia presentation can facilitate and direct selection of appropriate material for cognitive processing. For this reason, Mayer offers three principles for managing essential processing when designing instruction.

Generative Learning

Merlin C. Wittrock proposed a model of generative learning, which emphasized the importance of linking concepts, information, prior knowledge and experience. Mayer puts forward two principles for fostering generative processing to deal with this concept.

Mayer's 10 Principles of Multimedia Instruction

Five Principles for Reducing Extraneous Processing

1. Coherence Principle: People learn better when extraneous material is excluded from a multimedia lesson.

2. Signalling Principle: People learn better when essential words are highlighted.

3. Redundancy Principle: People learn better from animation with narration than from animation with narration and text except when the onscreen text is short, highlights the key action described in the narration, and is placed next to the portion of the graphic that it describes. In 2008, Mayer revised this principle to include the exception noted here.

4. Spatial Contiguity Principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

5. Temporal Contiguity Principle: People learn better when corresponding narration and animation are presented simultaneously rather than successively (i.e. the words are spoken at the same time they are illustrated in the animation).

Three Principles for Managing Essential Processing

1. Segmenting Principle: People learn better when a narrated animation is presented in learner-paced segments rather than as a continuous presentation.

2. Pretraining Principle: People learn better from a narrated animation when they already know the names and characteristics of essential components.

3. Modality Principle: People learn better from graphics with spoken text rather than graphics with printed text.

Two Principles for Fostering Generative Processing

1. Multimedia Principle: People learn better from words and pictures than from words alone. This allows people to build connections between their verbal and pictorial models.

2. Personalization Principle: People learn better from a multimedia lesson when words are in conversational style rather than formal style. If people feel as though they are engaged in a conversation, they will make more effort to understand what the other person is saying.

Some criticism has been levelled at the CTML and the attending ten principles. For example, Astleitner & Wiesner note that the model does not take motivational elements into consideration. Motivation can impact learning, and consume memory resources thus affect cognitive load.

Mayer's research does not consider video and non-narrative audio. It is also centred on learning about physical and mechanical systems. Questions regarding the applicability of Mayer's results to other situations arise from these constraints.

Reed mentions a concern about the lack of explanation for the integration process in the CTML. How are the verbal and visual representations combined with prior knowledge in the working memory? Are the 2 representations merged to either verbal or visual, or does it take some other abstract form?

Other Multimedia Theories

References

1. Clark, R. C., & Mayer, R. E. (2007). E-learning and the science of instruction (2nd ed). Retrieved from http://books.google.com/books?id=MOutGGET2VwC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

2. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

3. Gall, J. E., & Lohr, L. (2004). [Review of the book Multimedia Learning, by R.E. Mayer]. Educational Technology Research and Development, 52(3), 87-90. doi:10.1007/BF02504677

4. Reed, S. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41(2), 87-98. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.88.6569&rank=

Further Reading

Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers and Education, 53, 1339-1354. doi:10.1016/j.compedu.2009.06.017

Ayres, P. & Sweller, J. (2005). the split-attention principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 135-146). New York: Cambridge University Press.

Low, R. &Sweller, J. (2005). The modality principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.

Mayer, R. E. (Ed.). (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.

Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia learning. Journal of Experimental Psychology: Applied, 11, 256-265.

Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198. doi:10.1037/0022-0663.93.1.187

Mayer, R. E., & Jackson, J. (2005). The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11, 13-18.

Mayer, R. E., Johnson, L., Shaw, E., & Sahiba, S. (2006). Constructing computer-based tutors that are socially sensitive: Politeness in educational software. International Journal of Human Compjter Studies, 64, 36-42.

Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95, 833-846.

Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107-119. doi:10.1016/S0959-4752(01)00018-4

Mayer, R. E., & Morena, R. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163. doi10.1037/0022-0663.94.1.156

Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368. doi:10.1037/0022-0663.91.2.358

Sweller, J. (2005). The redundancy principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.

JenniferStieda 01:21, 4 July 2011 (UTC)

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R.E. Mayer's cognitive theory of multimedia learning (CTML) incorporates several concepts from both the science of learning (how people learn) and the science of instruction (how to design instruction). It is built on the philosophy that "the design of e-learning courses should be based on a cognitive theory of how people learn and on scientifically valid research studies.

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The Cognitive Theory of Multimedia Learning

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The Cognitive Theory of Multimedia Learning

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Stephen D. Sorden

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A Cognitive Theory of Multimedia Learning: Implications for Design Principles

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A Cognitive Theory of Multimedia Learning: Implications for Design Principles

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Richard E. Mayer and Roxana Moreno

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Cognitive Theory of Multimedia Learning (Mayer)

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Cognitive Theory of Multimedia Learning (Mayer)

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Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.

Originator: Richard Mayer (1947-)

Key terms: dual-channel, limited capacity, sensory, working, long-term memory
Cognitive Theory of Multimedia Learning (Mayer)
The principle known as the "multimedia principle" states that "people learn more deeply from words and pictures than from words alone" (p. 47)[1]. However, simply adding words to pictures is not an effective way to achieve multimedia learning. The goal is to instructional media in the light of how human mind works. This is the basis for Mayer's cognitive theory of multimedia learning. This theory proposes three main assumptions when it comes to learning with multimedia[2]:

1. There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory);

2. Each channel has a limited (finite) capacity (similar to Sweller's notion of Cognitive Load);

3. Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.

Humans can only process a finite amount of information in a channel at a time, and they make sense of incoming information by actively creating mental representations. Mayer also discusses the role of three memory stores: sensory (which receives stimuli and stores it for a very short time), working (where we actively process information to create mental constructs (or 'schema'), and long-term (the repository of all things learned). Mayer's cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge.

Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory[3][4].

For more information, see the following recommended resources:

Richard Mayer's book: Multimedia Learning
The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology)
References

1. Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

2. Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.

3. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?.Educational psychologist, 32(1), 1-19.

4. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.

# data[].attributes.attachment_link.title
Cognitive Theory of Multimedia Learning (Mayer)

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Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.

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Five Common but Questionable Principles of Multimedia Learning

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Five Common but Questionable Principles of Multimedia Learning

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Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners

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Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners

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Steven D. Yavner¹, Martin V. Pusic¹, Adina L. Kalet¹, Hyuksoon S. Song², Mary Ann Hopkins¹, Michael W. Nick¹ & Rachel H. Ellaway³

Medical Teacher

Posted online on August 11, 2014. (doi:10.3109/0142159X.2014.933202)
Read More: http://informahealthcare.com/doi/abs/10.3109/0142159X.2014.933202Read More: http://informahealthcare.com/doi/abs/10.3109/0142159X.2014.933202

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http://informahealthcare.com/toc/mte/0/0

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The value of online learning and MRI: Finding a niche for expensive technologies

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The value of online learning and MRI: Finding a niche for expensive technologies

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David A. Cook

Medical Teacher

Posted online on July 29, 2014. (doi:10.3109/0142159X.2014.917284)
Read More: http://informahealthcare.com/doi/abs/10.3109/0142159X.2014.917284

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Mastery training and deliberate practice (radiology training as example)

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Mastery training and deliberate practice (radiology training as example)

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Mastery training and deliberate practice: Topic - acute neuroimaging

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CaseBasedLearning@NUHS NUHS Neuroradiology Residency Curriculum Case review strategy for residents and fellows Cognitive apprenticeshi...

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Joining Learning How to Learn Coursera Course

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Joining Learning How to Learn Coursera Course

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We envision a world where anyone, anywhere can transform their life by accessing the world's best learning experience. Every course on Coursera is taught by top instructors from the world's best universities and educational institutions. Courses include recorded video lectures, auto-graded and peer-reviewed assignments, and community discussion forums. When you complete a course, you'll receive a sharable electronic Course Certificate.

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DANIEL J. LEVITIN, Sunday Review, NYTimes

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THIS month, many Americans will take time off from work to go on vacation, catch up on household projects and simply be with family and friends. And many of us will feel guilty for doing so. We will worry about all of the emails piling up at work, and in many cases continue to compulsively check email during our precious time off.

But beware the false break. Make sure you have a real one. The summer vacation is more than a quaint tradition. Along with family time, mealtime and weekends, it is an important way that we can make the most of our beautiful brains.

Every day we're assaulted with facts, pseudofacts, news feeds and jibber-jabber, coming from all directions. According to a 2011 study, on a typical day, we take in the equivalent of about 174 newspapers' worth of information, five times as much as we did in 1986. As the world's 21,274 television stations produce some 85,000 hours of original programming every day (by 2003 figures), we watch an average of five hours of television per day. For every hour of YouTube video you watch, there are 5,999 hours of new video just posted!

If you're feeling overwhelmed, there's a reason: The processing capacity of the conscious mind is limited. This is a result of how the brain's attentional system evolved. Our brains have two dominant modes of attention: the task-positive network and the task-negative network (they're called networks because they comprise distributed networks of neurons, like electrical circuits within the brain). The task-positive network is active when you're actively engaged in a task, focused on it, and undistracted; neuroscientists have taken to calling it the central executive. The task-negative network is active when your mind is wandering; this is the daydreaming mode. These two attentional networks operate like a seesaw in the brain: when one is active the other is not.

This two-part attentional system is one of the crowning achievements of the human brain, and the focus it enables allowed us to harness fire, build the pyramids, discover penicillin and decode the entire human genome. Those projects required some plain old-fashioned stick-to-itiveness.

But the insight that led to them probably came from the daydreaming mode. This brain state, marked by the flow of connections among disparate ideas and thoughts, is responsible for our moments of greatest creativity and insight, when we're able to solve problems that previously seemed unsolvable. You might be going for a walk or grocery shopping or doing something that doesn't require sustained attention and suddenly - boom - the answer to a problem that had been vexing you suddenly appears. This is the mind-wandering mode, making connections among things that we didn't previously see as connected.

A third component of the attentional system, the attentional filter, helps to orient our attention, to tell us what to pay attention to and what we can safely ignore. This undoubtedly evolved to alert us to predators and other dangerous situations. The constant flow of information from Twitter, Facebook, Vine, Instagram, text messages and the like engages that system, and we find ourselves not sustaining attention on any one thing for very long - the curse of the information age.

My collaborator Vinod Menon, a professor of neuroscience at Stanford, and I showed that the switch between daydreaming and attention is controlled in a part of the brain called the insula, an important structure about an inch or so beneath the surface of the top of your skull. Switching between two external objects involves the temporal-parietal junction. If the relationship between the central executive system and the mind-wandering system is like a seesaw, then the insula - the attentional switch - is like an adult holding one side down so that the other stays up in the air. The efficacy of this switch varies from person to person, in some functioning smoothly, in others rather rusty. But switch it does, and if it is called upon to switch too often, we feel tired and a bit dizzy, as though we were seesawing too rapidly.

Every status update you read on Facebook, every tweet or text message you get from a friend, is competing for resources in your brain with important things like whether to put your savings in stocks or bonds, where you left your passport or how best to reconcile with a close friend you just had an argument with.

If you want to be more productive and creative, and to have more energy, the science dictates that you should partition your day into project periods. Your social networking should be done during a designated time, not as constant interruptions to your day.

Email, too, should be done at designated times. An email that you know is sitting there, unread, may sap attentional resources as your brain keeps thinking about it, distracting you from what you're doing. What might be in it? Who's it from? Is it good news or bad news? It's better to leave your email program off than to hear that constant ping and know that you're ignoring messages.

Increasing creativity will happen naturally as we tame the multitasking and immerse ourselves in a single task for sustained periods of, say, 30 to 50 minutes. Several studies have shown that a walk in nature or listening to music can trigger the mind-wandering mode. This acts as a neural reset button, and provides much needed perspective on what you're doing.

Daydreaming leads to creativity, and creative activities teach us agency, the ability to change the world, to mold it to our liking, to have a positive effect on our environment. Music, for example, turns out to be an effective method for improving attention, building up self-confidence, social skills and a sense of engagement.

This radical idea - that problem solving might take some time and doesn't always have to be accomplished immediately - could have profound effects on decision making and even on our economy. Consider this: By some estimates, preventable medical error is the third leading cause of death in the United States, accounting for hundreds of thousands of deaths each year. You want your diagnostician to give the right answer, not always the quickest one. Zoning out is not always bad. You don't want your airline pilot or air traffic controller to do it while they're on the job, but you do want them to have opportunities to reset - this is why air traffic control and other high-attention jobs typically require frequent breaks. Several studies have shown that people who work overtime reach a point of diminishing returns.

Taking breaks is biologically restorative. Naps are even better. In several studies, a nap of even 10 minutes improved cognitive function and vigor, and decreased sleepiness and fatigue. If we can train ourselves to take regular vacations - true vacations without work - and to set aside time for naps and contemplation, we will be in a more powerful position to start solving some of the world's big problems. And to be happier and well rested while we're doing it.

The director of the Laboratory for Music, Cognition and Expertise at McGill University and the author of "The Organized Mind: Thinking Straight in the Age of Information Overload."

A version of this article appears in print on , on Page SR5 of the New York edition with the headline: Hit the Reset Button in Your Brain. Order Reprints | Today's Paper | Subscribe

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Opinion | Hit the Reset Button in Your Brain

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THIS month, many Americans will take time off from work to go on vacation, catch up on household projects and simply be with family and friends. And many of us will feel guilty for doing so. We will worry about all of the emails piling up at work, and in many cases continue to compulsively check email during our precious time off.

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4 Strategies For Remembering Everything You Learn

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4 Strategies For Remembering Everything You Learn

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dukeyearlook/flickr
If you're going to learn anything, you need two kinds of prior knowledge:

* knowledge about the subject at hand, like math, history, or programming

* knowledge about how learning actually works

The bad news: Our education system kinda skips one of them, which is terrifying, given that your ability to learn is such a huge predictor of success in life, from achieving in academics to getting ahead at work. It all requires mastering skill after skill.

"Parents and educators are pretty good at imparting the first kind of knowledge," shares psych writer Annie Murphy Paul. "We're comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself - the 'metacognitive' aspects of learning - is more hit-or-miss, and it shows."

To wit, new education research shows that low-achieving students have " substantial deficits" in their understanding of the cognitive strategies that allow people to learn well. This, Paul says, suggests that part of the reason students perform poorly is that they don't know a lot about how learning actually works.

It's a culture-wide issue.

Henry Roediger and Mark McDaniel, psychologists at Washington University in St. Louis and coauthors of " Make It Stick: The Science Of Successful Learning," say that "how we teach and study is largely a mix of theory, lore, and intuition."

So let's cut through that lore. Here are learning strategies that really work.

Force yourself to recall.

The least-fun part of effective learning is that it's hard. In fact, the " Make It Stick" authors contend that when learning if difficult, you're doing your best learning, in the same way that lifting a weight at the limit of your capacity makes you strongest.

It's simple, though not easy, to take advantage of this: force yourself to recall a fact. Flashcards are a great ally in this, since they force you to supply answers.

Don't fall for fluency.

When you're reading something and it feels easy, what you're experiencing is fluency.

It'll only get you in trouble.

Example: Say, for instance, you're at the airport and you're trying to remember which gate your flight to Chicago is waiting for you at. You look at the terminal monitors - it's B44. You think to yourself, oh, B44, that's easy. Then you walk away, idly check your phone, and instantly forget where you're going.

The alternative: You read the gate number. Then you turn away from the monitor and ask yourself, what's the gate? If you can recall that it's B44, you're good to go.

Connect the new thing to the old things.

"The more you can explain about the way your new learning relates to prior knowledge," the " Make It Stick" authors write, "the stronger your grasp of the new learning will be, and the more connections you create that will help you remember it later."

When you're weaving in new threads into your pre-existing web of knowledge, you're elaborating.

One killer technique is to come up with real-life examples of principles you've just uncovered. If you've just learned about slant rhyme, you could read poems that exhibit it. If you've just discovered heat transfer, you could think of the way a warm cup of cocoa disperses warmth into your hands on a cold winter's day.

Reflect, reflect, reflect.

Looking back helps. In a Harvard Business School study, employees who were onboarded to a call center had 22.8% higher performance than the control group when they spent just 15 minutes reflecting on their work at the end of the day.

"When people have the opportunity to reflect, they experience a boost in self-efficacy," HBS professor Francesca Gino tells us. "They feel more confident that they can achieve things. As a result, they put more effort into what they're doing and what they learn."

While reflecting may seem like it leads to working less, it leads to achieving more.

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4 Strategies For Remembering Everything You Learn

# data[].attributes.attachment_link.description
If you're going to learn anything, you need two kinds of prior knowledge: * knowledge about the subject at hand, like math, history, or programming * knowledge about how learning actually works The bad news: Our education system kinda skips one of them, which is terrifying, given that your ability to learn is such a huge predictor of success in life, from achieving in academics to getting ahead at work.

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Emerging Trends & Technologies in the Virtual K-12 Classroom

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Emerging Trends & Technologies in the Virtual K-12 Classroom

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About this course: Emerging technologies are quickly gaining momentum in the field of virtual K-12 instruction. In this course, we will explore how the latest trends in the use of technology affect student learning and engagement. What innovative learning spaces and tools are available to instructors? How can instructors best utilize free and open resources to more deeply engage students in their learning? What impact can the use of emerging technologies have on student retention and performance? We will discuss the possibilities and challenges of using technology in fully online environments, although many of the ideas can be applied to blended and traditional environments as well. Learners will compare and contrast tools for use in K-12 virtual instruction, as well as examine best practices for implementing and managing these tools. Upon completing this course, you will be able to: 1. Understand the role of technology in the distribution of content, the facilitation of collaborative activities, and the assessment of students, courses, and organizations. 2. Identify and evaluate existing and emerging technologies for their value in virtual course instruction and curriculum development. 3. Design and assess a learning activity that utilizes social learning tools. 4. Design and assess a learning activity or curricular program that uses game-based strategies and/or badges to deepen student engagement in virtual courses. 5. Research, critically evaluate, and employ open content in virtual education. 6. Debate the role of MOOCs in virtual K-12 education.

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Emerging Trends & Technologies in the Virtual K-12 Classroom | Coursera

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About this course: Emerging technologies are quickly gaining momentum in the field of virtual K-12 instruction. In this course, we will explore how the latest trends in the use of technology affect student learning and engagement. What innovative learning spaces and tools are available to instructors?

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Learning How to Learn: Powerful mental tools to help you master tough subjects

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Learning How to Learn: Powerful mental tools to help you master tough subjects

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This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We'll learn about how the brain uses two very different learning modes and how it encapsulates ("chunks") information. We'll also cover illusions of learning, memory techniques, dealing with procrastination, and best practices shown by research to be most effective in helping you master tough subjects.

Using these approaches, no matter what your skill levels in topics you would like to master, you can change your thinking and change your life. If you're already an expert, this peep under the mental hood will give you ideas for turbocharging successful learning, including counter-intuitive test-taking tips and insights that will help you make the best use of your time on homework and problem sets. If you're struggling, you'll see a structured treasure trove of practical techniques that walk you through what you need to do to get on track. If you've ever wanted to become better at anything, this course will help serve as your guide. This course can be taken independent of, concurrent with, or prior to, its companion course, Mindshift. (Learning How to Learn is more learning-focused, and Mindshift is more career-focused.) A related course by the same instructors is Uncommon Sense Teaching. To join the fully translated Portuguese version of the course, visit: https://www.coursera.org/learn/aprender To join the fully translated Spanish version of the course, visit: https://www.coursera.org/learn/aprendiendo-a-aprender To join the fully translated Chinese version of the course, visit: https://www.coursera.org/learn/ruhe-xuexi To join the fully translated French version of the course, visit : http://www.coursera.org/learn/apprendre-comment-apprendre

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Learning How to Learn: Powerful mental tools to help you master tough subjects

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Offered by Deep Teaching Solutions. This course gives you easy access to the invaluable learning techniques used by experts in art, music, ... Enroll for free.

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You will learn how to design technologies that bring people joy, rather than frustration. You'll learn how to generate design ideas, techniques for quickly prototyping them, and how to use prototypes to get feedback from other stakeholders like your teammates, clients, and users. You'll also learn principles of visual design, perception, and cognition that inform effective interaction design.

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UC San Diego is an academic powerhouse and economic engine, recognized as one of the top 10 public universities by U.S. News and World Report. Innovation is central to who we are and what we do. Here, students learn that knowledge isn't just acquired in the classroom-life is their laboratory.

Scott Klemmer

Elizabeth Gerber

Jacob O. Wobbrock

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You will learn how to design technologies that bring people joy, rather than frustration. You'll learn how to generate design ideas, techniques for quickly prototyping them, and how to use prototypes to get feedback from other stakeholders like your teammates, clients, and users.

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Cognition and Multimedia Design for Complex Learning

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Cognition and Multimedia Design for Complex Learning

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Public oration (acceptance of Professorship in Ed Tech, 1999) prof. dr. Jeroen J.G. van Merriënboer

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Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. - PubMed - NCBI

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Multimedia theories (Google search "Richard Meyer")

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Multimedia theories (Google search "Richard Meyer")

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Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for.

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Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."