16. Memory table Long-Term Memory Working Memory Capacity Unlimited Very limited Duration Indefinite Short life unless kept active Processing None - Inert repository All conscious thought and processing
54. Credits Presentation / Image credits Slide 15: Accessed from http://www.wired.com/dangerroom/2007/05/powerpoint_rang/ Slide 23: http://linux01.crystalgraphics.com/view/2faf3-OWE5O/Library_of_Congress_Classification_System_flash_ppt_presentation Slide 25: http://www.slideshare.net/mtdoherty_vcu/ala-2011-interview-better Slide 27: http://www.unesco.org/webworld/publications/ictlip6/lesson1.ppt Slide 29, 30: Example from “11 ½ Ideas for Designing Slides and Interactions for OnlineTraining” webinar by Roger Courville of 1080 Group, September 22, 2011 Slide 31: Accessed from http://www.nwlink.com/~donclark/hrd/history/mi.html Slide 36: http://www.slideshare.net/cliotech/podcasting-for-secondary-teachers Slide 37: http://www.slideshare.net/zaid/introduction-to-critical-thinking Slide 38, 39: http://www.slideshare.net/parature/how-to-tell-anyone-anything-coaching-your-service-team-to-success Slide 40: http://www.slideshare.net/richardejjones/underpinning-principles-of-presentation Slide 41: http://www.grovo.com Slide 45: Screenshot from Skillsoft: The Power of the Learning Organization – online course accessed via WebJunction Slide 46: http://www.slideshare.net/frufruninja/the-challenges-of-urbanization Slide 50: http://www.slideshare.net/vmg569/diversity-as-a-core-value-in-academic-libraries Slide 51: http://www.pstcc.edu/online/faculty/tools/quickref/Faculty-D2L-quickref.pdf
Notes de l'éditeur
Closing – 1. questions, 2. your takeaways, 3. the issues you noted at the beginning – can you see how this material could be implemented to remedy?
Long-term memory is the storehouse of prior knowledge
The famous 1956 paper by George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information. A variety of studies could be summarized by saying that short-term memory had a capacity of about "seven plus-or-minus two" chunks . Miller acknowledged that "we are not very definite about what constitutes a chunk of information."
Accessed from http://www.wired.com/dangerroom/2007/05/powerpoint_rang/
The amount that can be handled in working memory at one time – we can easily add to cognitive load by using multimedia that may not facilitate learning, and may in fact hinder it The amount of work imposed on working memory There is load inherent in learning – because things are difficult, and/or we’re doing the active process of learning – extraneous load is what we can control for
keep the extraneous load of materials as low as possible, so that the available working memory resources can be used for the actual learning process.
Interpretive – builds an understanding of an abstract or invisible process
From http://www.nwlink.com/~donclark/hrd/history/mi.html
WHY?
http://www.slideshare.net/cliotech/podcasting-for-secondary-teachers What does water have to do with this presentation on literacies? Subtle, subconscious confusion
http://www.slideshare.net/zaid/introduction-to-critical-thinking Decorative graphics – don’t necessarily hinder, but, a lost opportunity to use the visual channel and balance load – the image serves no useful instructional purpose We often see this with stock photos – people shaking hands
One to ask the audience Good example of inappropriate graphics – uses a head a feet but this is not contextual – better to show what’s actually being said – this is an issue with people trying to use visual design approaches, when they don’t help learning – in this case it may even hinder
http://www.pstcc.edu/online/faculty/tools/quickref/Faculty-D2L-quickref.pdf Need to go back and forth between text handout and toolbar on computer – similar to using a book where table or figure is on a different page than the explanation
Closing – 1. questions, 2. your takeaways, 3. the issues you noted at the beginning – can you see how this material could be implemented to remedy?