Friday, May 19, 2006

Third Junto, Tuesday 06/06/06 @ 11am in UMC 404

In May we began our foray into pedagogy by discussing the roles of faculty (digital immigrants) and students (digital natives) in response to the question: “Should students drive media selection?” The interpretation of these roles is one key factor in defining a learning theory. While there are many different approaches to education, they typically fall under one of three basic learning theories: Behaviorism, Cognitivism, and Constructivism. (For an overview of these theories, please refer to the following link: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm )

This month we will examine cognitive load theory as presented in an article shared by Mark Werner.

Reading:

Questions:

  1. What do you think of the instructional strategies presented by the author? Are they helpful? Limiting? Practical or impractical?
  2. >How might cognitive load theory impact design of instruction using educational technologies commonly adopted by faculty? (I.e.: WebCT, PowerPoint, etc.)
  3. What is the role of the instructor in the context of this theory? What is the role of the student? How is learning promoted?

2 comments:

Mark Werner said...

Did anyone notice that this is going to be on the date 666? 06/06/06...

I don't have much of a superstitious side to me, but thought I'd point that out.

--Mark.

Mark W said...
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