Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.
In a slight departure from our traditional format, we discuss several research papers that are being presented at the Association for Educational Communications and Technology Research Symposium being held in Bloomington, Indiana from July 20 - July 23. Jennifer Maddrell, presenting on the influence of Backchannel Communication on Cognitive Load, discusses her paper and several others in this 30 minute discussion.
The use ofcase studies in online courses has been shown to promote critical thinking skills and the ability to transfer these skills to real-life situations, but there can be real challenges with using case studies online. As Joni Dunlap puts it: "My students -- in a professional preparation graduate program -- really push back against case-based exercises. Their position is that they prefer to work on projects from their workplace." This week, Xiaojing Liu discusses her research into designing and facilitating effective case studies. She identifies a number of practices from a review of 27 online MBA courses at the Kelley School of Business, University of Indiana.
Xiaojing Liu, Senior Research Analyst at Kelley Business School, Indiana University, joins us this week to discuss how to design effective online cased-based learning courses. Drawing on her research into cased based-learning startegies used in an MBA program, Dr. Liu considers the benefits and challenges of case-based learning from both a student and faculty perspective.
Dr. Helen Barrett, former faculty at the University of Alaska, Anchorage has spent nearly a decade investigating the use e-portfolios for enhancing stduent learning. In this show, she lays it on the line: e-portfolios that are designed as summative 'showcases' of achievement are missing an opportunity to have students focus on substantive learning.
Dr. Helen Barrett, recipient of the EIFEL lifetime achievement award for her contributions to e-portfolio research and development, joins us this week to put a firm emphasis on having students control their learning through e-portfolios. In addition to highlighting the ‘two faces of e-portfolios’, Helen makes the case that universities have been placing too great an emphasis on e-portfolios for summative learning.
Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, discusses how cognitive capacitiesand the ability to attend to information need not be considered as limited. In other words, cognitive overload need not exist. This suggests interesting implications for the design of instruction that is both scaffolded and learner-centered. Some great analogies and resources.
Having recently discussed the need to avoid cognitive overload in online courses, we take a step back to consider whether or not cognitive overload is actually an issue. As Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, points out: “I do not believe that attention and cognitive capacities are limited. In my view, attention shouldn’t be considered a finite resource, rather it should be characterized as “attending,” which suggests flexible, skilled action. Recent theories about attention suggest that although not all stimuli are analyzed, nonattended stimuli are not all filtered out and their impact on learning and memory will vary depending on relevance and/or personal experience.” Great stuff!
Join Arlene and the ID team this week to listen to what this means for individualizing the learning experience and tailoring instructional strategies to the cognitive abilities of learners.
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