Design I
Elements to consider
Cognitive load
Sequencing
Cognitive Load
7±2
Want to reduce cognitive load spent on
extraneous details.
Two types of cognitive load
Cognitive Load
Intrinsic cognitive load is determined by the
interactivity of the content. We have no
control over this interactivity (some topics are
just complex). Need to be aware of it.
Extraneous cognitive load is introduced in the
design or layout of the materials. Control by
careful use of instructional design and
message design. Certainly do not want to
introduce or increase this.
Controlling Cognitive Load
Goal-free effect – do not force goals for the
learners when they don’t add to the
understanding. Also learner to develop a
problem-solving strategy.
Worked-example effect – present individual
steps rather than the entire thing.
Split-attention effect – integrate text and
graphics
Redundancy – do not include as it may
actually increase cognitive load.
Posner & Strike
Sequencing Scheme
Learning-related sequencing
o
o
o
o
o
Prerequisites first
Known/familiar before unknown
Easier tasks-then more difficult
High interest before low interest
Based upon a development theory (e.g.,
Piaget)
Posner & Strike
Sequencing Scheme
World-related sequencing
o
o
o
o
Sequence based on the organization in
which the concepts are found in the world.
Spatial (physical layout of a car)
Temporal (time line)
Physical phenomenon (similar items are
presented together)
Posner & Strike
Sequencing Scheme
Concept-related sequence
o
o
o
o
Class relations (groups of things or events that are
similar)
Propositional relations (teach the relation between
propositions before teaching the proposition)
Concept sophistication (concrete to abstract;
simple to complex)
Logical prerequisite (teach concepts necessary to
understand another concept being taught).
Strategies
Elaboration Theory
Content expertise sequencing
(superordinate, coordinate, subordinate
relationships). Start with readily
observable and then move to more
detailed and complex aspects.
 Tax expertise – uses simplifying conditions
method. Start with simplest task and
proceed to more complex.
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Heuristics
Make it concrete
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A mix of concrete and abstract is best.
Make text concrete by using pictures, concrete
words, and examples to illustrate ideas.
Step size
o
o
Use consistent terminology throughout the
instruction
Make explicit references back to what the learner
has already learned.
Heuristics
Use appropriate pacing
o
o
Pacing is a function of the number of examples,
problems, interactions, or exercises presented
with an idea.
Increasing the distance between ideas slows
pacing.
Maintain consistency
o
Create a style guide before you start writing.
Cues

Identify cues in the instruction to help with the
learning.
Strategies
Preinstructional strategy
Initial presentation
Generative strategies
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Recall (use repetition, rehearsal, review,
mnemonics)
Integration (have students paraphrase to
transform new content)
Organizational (have learners analyze new ideas
by outlining, categorizing, etc.
Elaboration – (have learners add their own ideas).
Strategies
Transitions (showing relationships)
Group presentations
Small-group formats
Self-paced learning
Teaching Procedural Tasks
Understand the procedure (do your analysis)
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Complete “Concepts for Design”
What are the variable characteristics and what
equivalence classes could they point to?
Routine tactics
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Generality
Example
Practice
Sequence does not be G-E-P
Always provide for informative feedback!!!!!
How are these things built into an independent
study?