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Tiffany King

A Few Thoughts on Cognitive Overload - 0 views

interactivity.ucsd.edu/...published.html

cognitive education learning

shared by Tiffany King on 01 Jul 12 - Cached
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • ...7 more annotations...
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies.
  • Supply-Related Overload Following modern conventions we can distinguish two forms of information supply. Pushed information is information arriving in our workspace over which we have little short term control – the memos, letters, newspapers, email, telephone calls, journals, calendars etc. that land in one of our inboxes. Pulled or retrievable information is information we can tap into when we want to find an answer to a question or acquire background knowledge on a topic. We have greater control over pulled information in that we intentionally seek it. But it resides in vast repositories such as libraries, online journals, filing cabinets, newspapers, archived discussion groups, our own email and of course the web.] At a more interactive level, discussions with colleagues and chat requests in discussion are additional examples. Both of these types of information are part of the great supply of information that we must decide whether, how and when to use.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Tiffany King on 01 Jul 12
     
    Article on cognitive overload
Diane Gusa

Learning Domains - 1 views

pixel.fhda.edu/...learning_domain.html

Learning domains affective cognitive

shared by Diane Gusa on 25 Jun 12 - Cached
  • The affective domain is critical for learning but is often not specifically addressed.  This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.  Stages in that domain are not as sequential as the cognitive domain, but have been described as the following: Receiving (willing to listen) Responding (willing to participate) Valuing (willing to be involved) Organizing (willing to be an advocate) Characterization (willing to change one’s behavior, lifestyle, or way of life)
  • Videos and audio clips are also excellent ways to engage the affective domain. These should be short and may include the following: Former students giving tips on how to be successful The instructor informing the students of the value of the course Professionals who are using the knowledge from the course in their lives An overview of the program with key support personnel and facilities visible to the student Streaming audio files throughout the course encouraging students and providing helpful tips Short video clips of the instructor explaining course content
Diane Gusa

Teacher Immediacy | Teaching and Learning Matters* - 0 views

blogs.nvcc.edu/...teacher-immediacy

immediacy

shared by Diane Gusa on 17 Jul 12 - No Cached
  • “Immediacy is a perception of physical or psychological closeness” (Richmond, 2002, p. 65). It
  • If students like you, you are probably using immediacy behaviors, as immediacy in part determines power and liking (affect) of students for their teachers.
  • Teacher immediacy correlates with affective learning outcomes (attitudes, beliefs and values toward learning) and (slightly) with cognitive learning outcomes (recognition, recall, understanding content).
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  • “we” or “us”
  • Richmond’s (2002) advice is to “dress formally for a week or two until credibility is established. Then dress more casually to project the image that one is open to student-teacher interaction” (p. 71).
Kristie Rushing

Technology and Education Online Discussion Forums: It's in the Response - 0 views

www.westga.edu/...markel42.html

shared by Kristie Rushing on 29 Jun 12 - Cached
  • participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
  • hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
  • This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
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  • his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
  • The discussion forum environment evens the playing field of opportunity and accessibility.
  • The discussion forum makes active participation by all students the price of citizenship within this learning community.
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      What do you think about this? I found this an interesting way of putting it.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      Cool!
  • Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
  • It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
  • They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
  • Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
  • he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
  • instructors should have the syllabus developed and the course up and online before the first day of class
  • Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
  • Feedback has long been recognized as critical to the learning process and timely feedback is potent.
  • Feedback needs to be specific, personal, and within 24 hours of the posting.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      I think the syllabus should be sent out at least a week before the class starts. What do you think?
    • Kristie Rushing
      Kristie Rushing on 01 Jul 13
       
      I find my self doing this. I am always corious what my classmates have to add to what I have posted.
  • The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
  • challenging deeply held beliefs
  • These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
  • If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
  • Tiffany King on 09 Jul 12
     
    Why use Disuccion boards in online education.
Alexandra DeLeo

Exhibit 2: Social, teaching, and cognitive presence - 1 views

www.innovateonline.info/...exhibit3495.htm

cognitive objectives learning

shared by Alexandra DeLeo on 17 Jul 12 - No Cached
  • social presence is to support the cognitive and affective objectives of learning by building an environment of trust and comfort.
  • Cognitive presence facilitates the construction of meaning through a process of individual or community inquiry that goes beyond merely covering course content
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 12 Jun 12 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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  • students and their ability to learn are at the center of what we do
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Clarify the conceptual structure used to organize the course.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Use a variety of methods.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Identify additional equipment or materials needed and sources.
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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