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Instructional Guidance: A Cognitive Load Perspective [Kõva köide]

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  • Formaat: Hardback, 268 pages, kõrgus x laius x paksus: 234x156x16 mm, kaal: 554 g
  • Ilmumisaeg: 13-May-2015
  • Kirjastus: Information Age Publishing
  • ISBN-10: 1681231352
  • ISBN-13: 9781681231358
Teised raamatud teemal:
Instructional Guidance: A Cognitive Load PerspectiveSuurem pilt
  • Formaat: Hardback, 268 pages, kõrgus x laius x paksus: 234x156x16 mm, kaal: 554 g
  • Ilmumisaeg: 13-May-2015
  • Kirjastus: Information Age Publishing
  • ISBN-10: 1681231352
  • ISBN-13: 9781681231358
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781681231358.html
Märksõnad:
The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoretical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learners level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book.

The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning.

Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.
Introduction xi
1 Instructional Implications of Human Cognitive Architecture
3(20)
1.1 Human Cognitive Architecture as a Natural Information-Processing System
3(5)
1.1.1 General Principles Underlying the Operation of Natural Information-Processing Systems
3(3)
1.1.2 Dealing With Processing Limitations of Human Cognitive Architecture
6(2)
1.2 Knowledge in Human Cognition
8(9)
1.2.1 Knowledge as Natural Phenomenon
9(2)
1.2.2 "Addictive" Nature of Human Knowledge
11(4)
1.2.3 Multi-Level Structure of Knowledge
15(2)
1.3 Role of Knowledge in Instruction
17(6)
1.3.1 Construction and Automation of Schemas in Long-Term Memory
17(3)
1.3.2 Acquisition of Task-Specific Expertise
20(3)
2 Cognitive Load Aspects of Instructional Guidance: A Traditional View
23(20)
2.1 Basic Approaches of Cognitive Load Theory
23(10)
2.1.1 Definitions and Assumptions
23(3)
2.1.2 Optimizing Intrinsic Load
26(2)
2.1.3 Minimizing Extraneous Load
28(1)
2.1.4 Using Explicit Initial Instruction
29(2)
2.1.5 Enhancing Germane Cognitive Resources
31(1)
2.1.6 Increasing the Efficiency of Instruction
32(1)
2.2 Executive Function of Instructional Guidance in Human Learning
33(4)
2.2.1 The Role of Schemas in Complex Cognition
33(2)
2.2.2 Instructional Guidance as a Substitute for Missing Schemas
35(2)
2.3 Cognitive load Consequences of Different Approaches to Instructional Guidance
37(6)
2.3.1 Comprehensive, or Minimal Guidance: The Continuing Debate
37(2)
2.3.2 Recent Reviews of Empirical Evidence
39(2)
2.3.3 Towards the Reconciliation of Different Approaches
41(2)
3 Modifying Basic Approaches in Cognitive Load Theory
43(20)
3.1 Conflicting Evidence about the Benefits of Minimal Guidance
43(6)
3.1.1 Productive Failure and Invention Activity Approaches
43(3)
3.1.2 Evidence From Within the. Cognitive Load Framework
46(2)
3.1.3 Instructional Goals of the Initial Problem-Solving (Generation) Phase
48(1)
3.2 Resolving the Contradiction: Specifying and Differentiating Instructional Goals
49(3)
3.2.1 Suggestions from a Productive-Failure Perspective
49(1)
3.2.2 Viewing Instructional Approaches Within the. Context of Specific Goals
50(2)
3.3 Setting the Unit Of Description and Level of Analysis: Micro Versus Macro Management of Cognitive Load
52(4)
3.3.1 Cognitive. Activity as a Basic Unit for Describing Cognitive Load Phenomena
52(1)
3.3.2 Cognitive. Load as the Intensity of Cognitive Activity
53(2)
3.3.3 Managing Cognitive Load as a Micro-Management Task
55(1)
3.4 Incorporating Specific Instructional Goals into Cognitive Load Theory
56(7)
3.4.1 The Role, of Goals in Defining Cognitive Load Consequences of Specific Activities
56(2)
3.4.2 Specific Instructional Goals as Determinants of Types of Cognitive Load
58(5)
4 Instructional Consequences of the Modified Theoretical Framework
63(26)
4.1 Abandoning the Explicit Instruction Versus Limited Guidance Dilemma in Complex Learning
63(5)
4.1.1 Multiplicity of Instructional Goals in Complex Learning
63(2)
4.1.2 Variety of Levels of Instructional Guidance in Complex Learning Environments
65(3)
4.2 Considering the Role of Instructional Guidance in Achieving Different Goals
68(3)
4.2.1 Levels of Instructional Goals: Knowledge Activation, Acquisition, and Integration
68(1)
4.2.2 Taxonomy of Instructional Goals for Managing Instructional Guidance
69(2)
4.3 Managing the Transition Between Different Levels of Instructional Goals
71(18)
4.3.1 Transition Between Domain-Specific and Domain-General Knowledge
71(2)
4.3.2 Transition from Intuitive to Explicit Knowledge
73(5)
4.3.3 Transition from Task-Specific Knowledge to Adaptive Expertise
78(4)
4.3.4 Transition from Micro to Macro Level of Instruction
82(7)
5 Learner Prior Knowledge as a Critical Factor in Instructional Guidance
89(26)
5.1 Expertise Reversal Effect in Cognitive Load Theory and Its Instructional Implications
89(10)
5.1.1 Expertise Reversal Effect and Instructional Guidance
89(4)
5.1.2 Different Manifestations of the Expertise Reversal Effect
93(2)
5.1.3 Expertise Reversal Effect as a Form of Aptitude-Treatment Interactions
95(1)
5.1.4 Instructional Situations Leading to the Expertise Reversal Effect
96(3)
5.2 Expertise Reversal with Different Levels of Guidance
99(9)
5.2.1 Expertise Reversal with Full Guidance
99(3)
5.2.2 Expertise Reversal with Partial Forms of Guidance
102(4)
5.2.3 Integrating Different Forms of Guidance Within a Cognitive Load Framework
106(2)
5.3 Re-interpreting the Expertise Reversal Effect in View of Specific Instructional Goals
108(7)
5.3.1 The Expertise Reversal Effect in the Context of Instructional Goals
108(3)
5.3.2 Specific Instructional Goals as a Critical Factor to be Considered in Expertise Reversal Studies
111(4)
6 Using Comprehensive Guidance to Achieve Higher-Level Instructional Goals
115(20)
6.1 The Effectiveness of Comprehensive Guidance in Ill-Defined Areas
115(5)
6.1.1 Providing Full Instructional Guidance in Ill-Defined Domains
115(2)
6.1.2 Achieving Transfer Goals in Ill-Defined Domains
117(3)
6.2 Explicit Instruction in Generalized Schemas
120(6)
6.2.1 The Role of Generalized Domain Knowledge Structures in Complex Cognition
120(3)
6.2.2 Facilitating Transfer by Explicit Instruction in Generalized Schemas
123(3)
6.3 The Role of Orientation Schemas
126(9)
6.3.1 Orientation Schemas in the Acquisition of Cognitive Structures
126(2)
6.3.2 Orientation Schemas as a Form of Comprehensive Guidance
128(3)
6.3.3 The Role of Theoretical Orientation in Achieving Transfer
131(4)
7 Attaining Higher-Level Goals in Example-Based Learning
135(18)
7.1 Adding Instructional Explanations
135(4)
7.1.1 The Effect of Explicit Explanations and Process-Oriented Information
135(2)
7.1.2 Factors Influencing the Effectiveness of Explanations in Worked Examples
137(2)
7.2 Instructional Explanations in Technical Domains
139(6)
7.2.1 Approaches to Explanations and Self-Explanations in Technical Areas
139(1)
7.2.2 The Effectiveness of Principle-Based Worked Examples in Physics Learning
140(5)
7.3 Prompting for Self-Explanations and Comparing Examples
145(8)
7.3.1 Using Self-Explanation Prompts as a Form of Instructional Support
145(2)
7.3.2 The Effectiveness of Partially Correct or Incorrect Self-Explanations
147(3)
7.3.3 Comparing Worked Examples as an Instructional-Support Technique
150(3)
8 Tailoring Guidance to Levels of Learner Expertise and Specific Instructional Goals
153(20)
8.1 Scaffolding and Guidance Fading
153(8)
8.1.1 Instructional Scaffolding as a Form of Dynamic Instructional Support
153(2)
8.1.2 Guidance Fading Effect in Cognitive-Load Theory
155(3)
8.1.3 Instructional Feedback as a Means of Providing Variable Levels of Guidance
158(1)
8.1.4 Using 4C/ID Model for Optimizing Instructional Guidance
159(2)
8.2 Adaptive Guidance
161(7)
8.2.1 The Adaptive Guidance Approach Based on the Expertise Reversal Effect
161(1)
8.2.2 Rapid, Cognitive, Diagnostic Methods for Adaptive Learning Environments
162(3)
8.2.3 Intelligent Cognitive Tutors as Advanced Adaptive Learning Environments
165(3)
8.3 Learner Control of Guidance to Foster Self-Regulation Skills
168(5)
8.3.1 Learner-Controlled Approaches to Adaptive Instruction
168(1)
8.3.2 Shared-Responsibility and Advisory Models for Adaptive Approaches
169(1)
8.3.3 Instructional Design for Self-Directed Learning
170(3)
9 Formatting Instructional Guidance
173(22)
9.1 Avoiding Split Attention and Redundancy to Reduce Extraneous Load
173(6)
9.1.1 Split-Attention Situations Involving Instructional Guidance
173(3)
9.1.2 Redundant Guidance and the Expertise-Reversal Effect
176(3)
9.2 Selecting the Modality of Textual Instructional Guidance
179(9)
9.2.1 Factors Influencing the Effectiveness of Spoken and Written Guidance
179(2)
9.2.2 Instructional Explanations of Static and Dynamic Visualizations
181(3)
9.2.3 Presenting Redundant Verbal Guidance
184(2)
9.2.4 Presenting Verbal-Only Guidance
186(2)
9.3 Managing Transience of Information in Dynamic Visual Forms of Guidance
188(7)
9.3.1 Transience as a Factor Influencing the Effectiveness of Dynamic Visualizations
188(1)
9.3.2 Improving the Effectiveness of Animated Forms of Instructional Support
189(6)
10 Toward the Unbiased Framework for Instructional Guidance in Complex Learning
195(20)
10.1 Summary of the Suggested Modifications
195(3)
10.2 Blending Explicit Instruction and Inquiry Learning Approaches in Complex Learning
198(4)
10.3 Specific Instructional Goals and Future Research in Expertise Reversal Effect
202(5)
10.3.1 Identifying Optimal Methods for Achieving Specific Instructional Goals
202(3)
10.3.2 Investigating Mechanisms Behind the Expertise Reversal Effect
205(2)
10.4 Other Research Directions in Cognitive Load Aspects of Instructional Guidance
207(6)
10.4.1 Implementing Adaptive Instructional Guidance
207(2)
10.4.2 Instructional Goals, Cognitive Load, and Learner Motivation
209(2)
10.4.3 The Role of Intuitive Knowledge in Instructional Guidance
211(2)
10.5 Conclusion
213(2)
References 215(32)
About the Author 247
Slava Kalyuga, University of New South Wales, USA.