Southern Illinois University Edwardsville
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|Theory |Theorists |Diagram |
|Southern States |Alabama |Mobile, Montgomery, Birmingham |
| |Texas |Houston, Dallas, Austin, San Antonio |
b. Visual Cues:
|State |Cue |
|Florida |Sunshine State |
|New Jersey |Garden State |
|Texas |Star State |
3. Kearsley (2006) combining an illustration of blood flow through the heart with text and labels (contiguity theory), the separation of the text from the illustration forces the learner to look back and forth between the specified parts of the illustration and the text. If the diagram is self-explanatory, research data indicates that processing the text unnecessarily increases working memory load. If the information could be replaced with numbered arrows in the labeled illustration, the learner could concentrate better on learning the content from the illustration alone. Alternatively, if the text is essential to intelligibility, placing it on the diagram rather than separated will reduce cognitive load associated with searching for relations between the text and the diagram (Sweller, 1999). (Sweller, J. Instructional Design in Technical Areas, [Camberwell, Victoria, Australia: Australian Council for Educational Research, 1999]).
Theory |Theorists |Diagram |Terms |Implications |Examples |Resources |Credits | |Resources
1. Ayres, P. (2006). UNSW, 2006. Cognitive load theory at UNSW. Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 10, 2006 from
2. Bruning, R. H., et. al. (2004). Cognitive psychology and instruction.4th ed. New Jersey: Prentice hall, pp 30-31.
3. Chipperfield, B. (2006). Cognitive Load Theory and Instructional Design Saskatoon. Saskatchewan, Canada: University of Saskatchewan (USASK). Retrieved on November 7, 2006 from
chipperfield/chipperfield.pdf
4. Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 10, 2006 from
5. Clark, R. C., & Mayer,R. E. (2003). e-Learning and the science of instruction. Does Practice Make Perfect? In e-Learning and the Science of Instruction (pp. 149-171). San Francisco: Pfeiffer
6. Kearsley, G. (2006). Cognitive Load theory (J. Sweller). Retrieved on November 15, 2006, from the Explorations in Learning & Instruction: The Theory into Practice Database Website:
7. Miller, M. (2006). Cognitive Load Theory. San Diego, California: San Diego State University, Retrieved on November 7, 2006 from the Encyclopedia of Educational Technology Website:
8. Ormrod, J. E., (1999). Human learning. New Jersey: Merrill Prentice Hall, pp. 150 – 154.
9. UNSW (2006). Prof John Sweller. UNSW, Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 30, 2006 from
10. Van Gerven, Pascal W. M. (2003). The efficiency of multimedia learning into old age. British journal of educational psychology, 73 (4), 489-505.
Theory |Theorists |Diagram |Terms |Implications |Examples |Resources |Credits | |Credits
Theory
Ayres, P. (2006). UNSW, 2006. Cognitive load theory at UNSW. Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 10, 2006 from UNSW (2006). Prof John Sweller. UNSW, Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 30, 2006 from Van Gerven, Pascal W. M. (2003). The efficiency of multimedia learning into old age. British journal of educational psychology, 73 (4), 489-505. Theorist
UNSW (2006). Prof John Sweller. UNSW, Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 30, 2006 from
Development of Diagrammatic Representations
Diagram Design: Suhana Chikatla Diagrammatic representation: Idea used and modified from - Miller, M. (2006). Cognitive Load Theory. San Diego, California: San Diego State University, Retrieved on November 7, 2006 from the Encyclopedia of Educational Technology Website:
Terms and Definitions
Chipperfield, B. (2006). Cognitive Load Theory and Instructional Design Saskatoon. Saskatchewan, Canada: University of Saskatchewan (USASK). Retrieved on November 7, 2006 from
chipperfield/chipperfield.pdf Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Sydney, Australia: University of New South Wales (UNSW). Retrieved on November 10, 2006 from Miller, M. (2006). Cognitive Load Theory. San Diego, California: San Diego State University, Retrieved on November 7, 2006 from the Encyclopedia of Educational Technology Website: Van Gerven, Pascal W. M. (2003). The efficiency of multimedia learning into old age. British journal of educational psychology, 73 (4), 489-505.
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