Module 3

Human Cognitive Architecture (I)

Sensory, short-term, and working memory models in the context of multimedia learning

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • identify the importance of attention in information processing
  • describe and differentiate two concepts of attention: selectivity and automaticity
  • describe pattern recognition and perception
  • describe the capacity of short-term memory and how to increase it
  • explain schematic knowledge structure
  • describe extraneous cognitive load, sources of extraneous cognitive load, and how to reduce it as a result of learning as schema acquisition.
  • describe working memory in terms of cognitive science
  • differentiate single unitary function from multi-pronged system

Selected Readings

Required

  • Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 77-91). Boston, MA: Allyn and Bacon.
  • Baddeley, A.D. (1992). Working memory. Science, 255, 556-559.
    Download (PDF, 1.1 MB)

Recommended:

  • Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological review, 63(2), 81.
    Download (PDF, 96 KB)
  • Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass, R. Moreno, & R. Brünken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.
    Download (PDF, 534 KB)

“To Do” List

Discussions

Reducing The Extraneous Cognitive Load

According to Kalyuga (2011), extraneous cognitive load is a diversion of resources for activities related to the learning task. Typically, it results from “insufficient learning knowledge base or instructional guidance, an overlapping knowledge base and instructional guidance, excessive step-size of changes in the knowledge base, or interrelated instructional representations that are separated in space and/or time” (Kalyuga, 2011). To reduce or mitigate these misplaced cognitive resources a set of general guidelines were recommended, including providing examples, adapting to changing levels of learners’ expertise, and scaffolding knowledge base change. In your teaching practice, identify an instructional or training unit that you can help to reduce or mitigate the extraneous cognitive load. Please support your intervention with information from the reading.

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Multimedia Product Critique Paper #1

Please read the Multimedia Product Critiques page for details about this assignment. 

Overview

Throughout this course, students will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.

Due Dates

  • Critique Paper #1: (Due: the 1st day on Module 6)
  • Critique Paper #2: (Due: the 1st day on Module 10)
  • Critique Paper #3: (Due: the 1st day on Module 14)
Annotated Bibliographies for Module 3

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • identify the importance of attention in information processing
  • describe and differentiate two concepts of attention: selectivity and automaticity
  • describe pattern recognition and perception
  • describe the capacity of short-term memory and how to increase increase it
  • explain schematic knowledge structure
  • describe extraneous cognitive load, sources of extraneous cognitive load, and how to reduce it as a result of learning as schema acquisition.
  • describe working memory in terms of cognitive science
  • differentiate single unitary function from multi-pronged system

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.