Cognitive load factors in instructional design for advanced learners [electronic resource] / Slava Kalyuga

By:

Kalyuga, Slava

Material type: Text

TextPublication details: New York : Nova Science Publishers, c2009Description: 1 online resource ([vii], 107 p.) : illISBN:

9781607416852 (electronic bk.)
1607416859 (electronic bk.)

Subject(s):

Online resources:

NetLibrary

Contents:

1. Basic architecture of human cognition -- 2. Cognitive studies of expert-novice differences and design of instruction -- 3. Cognitive load perspective in instructional design -- 4. Cognitive load principles in instructional design for advanced learners -- Summary. Toward a cognitively efficient instructional technology for advanced learners

Summary: "The empirical evidence described in this book indicates that instructional designs and procedures that are cognitively optimal for less knowledgeable learners may not be optimal for more advanced learners. Instructional designers or instructors need to evaluate accurately the learner levels of expertise to design or select optimal instructional procedures and formats. Frequently, learners need to be assessed in real time during an instructional session in order to adjust the design of further instruction appropriately. Tradition testing procedures may not be suitable for this purpose. The following chapters describe a cognitive load approach to the development of rapid schema-based tests of learner expertise. The proposed methods of cognitive diagnosis will be based on contemporary knowledge of human cognitive architecture and will be further used as means of optimizing cognitive load in learner-tailored computer-based learning environments.'--P. [vii]

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Holdings ( 1 )
Title notes ( 5 )

Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
E-book	UMPLIB GAMBANG	LB1028.38 .K35 2009 (Browse shelf(Opens below))	1	Not for loan		0000056856

Includes index

Description based on print version record

"The empirical evidence described in this book indicates that instructional designs and procedures that are cognitively optimal for less knowledgeable learners may not be optimal for more advanced learners. Instructional designers or instructors need to evaluate accurately the learner levels of expertise to design or select optimal instructional procedures and formats. Frequently, learners need to be assessed in real time during an instructional session in order to adjust the design of further instruction appropriately. Tradition testing procedures may not be suitable for this purpose. The following chapters describe a cognitive load approach to the development of rapid schema-based tests of learner expertise. The proposed methods of cognitive diagnosis will be based on contemporary knowledge of human cognitive architecture and will be further used as means of optimizing cognitive load in learner-tailored computer-based learning environments.'--P. [vii]

Mode of access: Internet