Module 2.4

Individual Learner Characteristics and Expertise Reversal

Learner preferences & cognitive abilities

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • describe prior knowledge principle for multimedia learning
  • examine scientific evidence underlying practical application of learning-style assessment.
  • identify techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning
  • describe individual differences in cognitive load
  • explain the concepts and evidence for learning styles.

Selected Readings

Required

  • Kalyuga, S. (2014) The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 576-597). New York: Cambridge.
    (e.g. Chapter 24)
  • Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 598-619). New York: Cambridge.
    (e.g. Chapter 25)

Recommended:

  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 10–119.
    Download (PDF, 259 KB)
  • Plass, J.L. & Kalyuga, S., & Leutner, D. (2010). Individual differences and cognitive load theory. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 65-87). New York: Cambridge.
    Download (PDF, 12 KB)

“To Do” List

Discussions

The Individual Differences

According to Plass, Kalyuga, and Leutner (2010), individual learning differences can possibly affect cognitive load if they influence working memory. Though there are many limitations to this theory (it is hard to measure many learning differences against cognitive load because self-reporting is not always valid), we can assume that individual differences in 1) prior knowledge, 2) spatial abilities, and 3) self-regulatory skills all have an effect on cognitive load.

Draw from your teaching experience, please describe a situation where you witness the differences in learners (i.e. prior knowledge, spatial abilities, and self-regulatory) and their impacts on learning from multimedia. You may not detect all three in individual differences, but elaborate at least one of them.

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Multimedia Product Critique Paper #2

Please read the Multimedia Product Critiques page for details about this assignment. 

Overview

Throughout this course, students will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.

Due Dates

  • Critique Paper #2: (Due: the 1st day on Module 3.2)
  • Critique Paper #3: (Due: the 1st day on Module 4.3)
Annotated Bibliographies for Module 2.4

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • describe prior knowledge principle for multimedia learning
  • examine scientific evidence underlying practical application of learning-style assessment.
  • identify techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning
  • describe individual differences in cognitive load
  • explain the concepts and evidence for learning styles.

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.