Module 1
Welcome to Module 1
I’m so glad to see you here in the first module of our course! Over the next 5 modules we are going to explore the basic concepts of cognitive load theory in order to help you understand how to create a more engaging lecture!
Have you ever been in a class, whether as a student or the instructor, and you know it wasn’t going well? Maybe the professor was reading from his slides with her back turned to the audience? Maybe you were the professor and you were a nervous wreck? Did you say to yourself that there had to be a better way? There is! Your lectures don’t have to be boring. They can be engaging and interactive. Think about this, “who taught you to lecture?” Of course you know the material, but who taught you how to convey it to your audience? I’ll bet no one. You likely are going to do whatever it is you experienced as a student and for most of us it’s the image of the professor standing at the lectern rambling and students trying to keep their eyes open.
In this first module the goal is help you understand the concept of cognitive load and how it relates to student learning. To help with that process I’ve selected some materials for you to review. Think of this as Cognitive Load 101. When you are done with this module there will be a 12-item online quiz which you will have to pass with at least a 90% before moving on to the next module. And you also get to share with your fellow students at least two ways increased cognitive load is hindering your students. You will post this in the Google + Community which you will learn about below.
One of the first things I need you to do, if you don’t already have one, is to create a Google + account. I created a private community called, “Say No to Boring Lectures” Once you get your Google + account, either send me an email or click on the link here to get to the community and request to join. The community exists to provide a forum for discussion and also as a place to post your assignments. We will learn from each other!
If you are having problems with a concept or have a question. Check out the box to the right. It will send me an email and if I can I’d be happy to chat with you about your concerns or thoughts. If I don’t answer the chat it means I was probably busy or didn’t have my phone with me.
Have you ever been in a class, whether as a student or the instructor, and you know it wasn’t going well? Maybe the professor was reading from his slides with her back turned to the audience? Maybe you were the professor and you were a nervous wreck? Did you say to yourself that there had to be a better way? There is! Your lectures don’t have to be boring. They can be engaging and interactive. Think about this, “who taught you to lecture?” Of course you know the material, but who taught you how to convey it to your audience? I’ll bet no one. You likely are going to do whatever it is you experienced as a student and for most of us it’s the image of the professor standing at the lectern rambling and students trying to keep their eyes open.
In this first module the goal is help you understand the concept of cognitive load and how it relates to student learning. To help with that process I’ve selected some materials for you to review. Think of this as Cognitive Load 101. When you are done with this module there will be a 12-item online quiz which you will have to pass with at least a 90% before moving on to the next module. And you also get to share with your fellow students at least two ways increased cognitive load is hindering your students. You will post this in the Google + Community which you will learn about below.
One of the first things I need you to do, if you don’t already have one, is to create a Google + account. I created a private community called, “Say No to Boring Lectures” Once you get your Google + account, either send me an email or click on the link here to get to the community and request to join. The community exists to provide a forum for discussion and also as a place to post your assignments. We will learn from each other!
If you are having problems with a concept or have a question. Check out the box to the right. It will send me an email and if I can I’d be happy to chat with you about your concerns or thoughts. If I don’t answer the chat it means I was probably busy or didn’t have my phone with me.
To Do List:
- Create a Google + Account and join our Community!
- Email me your Google + account name so I can send you an invite to the community.
- Read the articles for this module.
- Watch the videos below.
- Watch the screencast.
- Complete the quiz.
- Post to the Google + Community your answer to the discussion question found at Google Discussion Module 1.
How to Create a Google + account
1. Set up your Google + account. Click here! (This will take you to a new page so be sure to come back!)
2. Once you get your Google + account please email your Google + name so I can send you an invite to our community.
3. Click here to learn more about the Google + Community and how to subscribe to communities.
2. Once you get your Google + account please email your Google + name so I can send you an invite to our community.
3. Click here to learn more about the Google + Community and how to subscribe to communities.
Reading Materials for this Module
The following is an article by David Feldon of the University of South Carolina. In this article he provides a good overview of the basic concepts of cognitive load and gives examples of how best to incorporate proven strategies to mitigate it’s effects. I suggest that you read the web pages listed below first and watch the video before reading the article. They will provide you a “schema” to build upon when you read this article. If that doesn’t make sense to you now it will after you complete this module!
Click below to open a PDF of the article
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity
Click below to open a PDF of the article
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity
A primer about cognitive load
Learning more about cognitive load
Videos for this Module
Google + Discussion Question Module 1
Having now learned about the basics of cognitive load and working memory identify at least two ways that you feel that cognitive load is hindering your student's learning. Self deprecating examples of great ideas that were likely lost with increased cognitive load will only benefit the groups' learning and responses so please take a risk and share!
(Click on the red and white g to the right) it will take you to the site.
(Click on the red and white g to the right) it will take you to the site.
