Jennifer Maddrell

Join the ID live team this week as we discuss the practical implications of using a centralized Learning Management System to manage the online learning experienece. The position of Jon Mott and David Wiley is discussed: http://contentdm.lib.byu.edu/cgi-bin/showfile.exe?CISOROOT=/IR&CISOPTR=7...

In a special 5th Anniversary episode of EdTechTalk, Dave and Jeff reminisce about the first webcast on the EdTechTalk channel back on June 5, 2005, as well as events that have shaped the community ever since. John, Doug, Jennifer, and the folks in the chat room add their favorite ETT stories and milestones.

This week, Mary Engstrom, senior instructional designer at the University of Montana, discusses a framework for implementing authentic tasks and assessments in online courses. The discussion turns to a number of practical suggestions for implementing tasks that provide learners with opportunities to develop skills applicable in real life as well as the ability to monitor their own learning. And ultimately, escape from the experience of high-stakes multiple choics exams→

The capacity of working memory is limited, Miller (1956) would say to 7 items +/- 2 and the ability to process between 2-4 tasks simultaneously. Long-tern memroy is essentially unlimited. If we follow cognitive load theory, the task is to devise learning so that it falls into an area where it can be processed into the long term memory in the form of schemata. The discussion this week focusses on the findings of cognitive load theory in terms of designing effective materials and online courses for students. Questions abound, so we may revisit this at a later date.

 John, Dave, and Jen to review the latest news and resources influencing education and technology.