No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Better Than MOOCs: Improving Online Learning Environments Based on Cognitive Theories (NYU)
Abstract
We hope our project can be a good framework to guide teachers, instructional designers, and even students to create their own online content. Although there are some great online lessons and materials, majority of them contain critical drawbacks. Since online lessons and materials are produced without analyzing and understanding of its unique online learning environments and audience. Having understanding of how people learn will be key to succeed in creation quality and quantity of educational content online based on cognitive theories. This research paper will discuss main points why and what components of lessons on MOOCs, YouTube, and others may enhance or interrupt students from concentrating on studying on the Internet. We offer recommended possible solutions to improve online learning environments and lessons. Additionally, we share experience about creating and evaluating our own video lessons, animations, and the homepage. Students and teachers’ feedback, statistic data collected on Google, and students’ assessment test scores, are taken into consideration for audience analysis and our content evaluation.
ResearchGate has not been able to resolve any citations for this publication.
This paper reviews research on learning from dynamic visual repre- sentations and offers principles for the design of animations and simulations that assure their educational effectiveness. In addition to established principles, new and revised design principle are presented that have been derived from recent research. Our review focuses on the visual design and interaction design of these visualiza- tions and presents existing research as well as questions for future inquiry.
Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
Monitor 2011 is the fifth quantitative survey in a series of studies on the use of digital tools in schools, teachers', and learners' digital competence, as well as the digital priorities of school principals. The quantitative surveys have been conducted every other year since 2003 in order to provide information on the digital condition in schools. The respondents are school principals, teachers, seventh and ninth grade learners, and upper secondary school learners (second year).
This article reviews the key ideas related to increasing student learning and support described in selected chapters from the second edition of the Handbook of Distance Education (Moore 200749.
Moore , M. G. 2007. Handbook of distance education, 2nd, Mahwah, NJ: Erlbaum. View all references). These chapters described research findings related to the impact of distance education on learners in general (student autonomy, cognition, social learning, and satisfaction) as well as specific subgroups of distance students and instructors (K–12, female, and disabled students as well as academic advising and library services). This article concludes with brief recommendations for future research in each of these areas.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research programme at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analysed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings.
In the study reported here, I compare Learner-Centered Battery (a questionnaire of students’ perceptions of the classroom) results and the observation and interview data gathered in one sixth-grade classroom noting first a discrepancy between the descriptions of the classroom that stems from each. I review this discrepancy, highlighting a need for triangulation using different types of data collection methods so as to better understand this particular classroom. Further, the analysis indicates that principles of a learner-centered perspective can be embedded within a traditional teacher-centered environment, at least for this particular classroom.
This paper discusses principles of educational multimedia user interface design. The purpose of these principles is to maximize the learning effectiveness of multimedia applications. The principles are based on the results of studies in psychology, computer science, instructional design, and graphics design. The principles help user interface designers make decisions about the learning materials, learners, tasks that the learners perform, and tests for measuring learning performance.
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
From Web 2.0 to Classroom 3.0 Retrieved from http
- W Wilfred
- Fong
Wilfred, W, Fong. (2012). From Web 2.0 to Classroom 3.0 Retrieved from
http://learn.utoronto.ca/http://www.springerlink.com/content/07717852rv053m40/
Quiz: https://www.surveymonkey.com/s/JDCKDPY Images used in the interactive video lesson: Restaurant background. Retrieved from: http://www.zediva.com/4-reasons-why-sms- marketing-works-for-restaurants
- The Link
- Post
Link to the Post-Quiz:
https://www.surveymonkey.com/s/JDCKDPY
Images used in the interactive video lesson:
Restaurant background. Retrieved from: http://www.zediva.com/4-reasons-why-sms-
marketing-works-for-restaurants/
Apple Education Central Elementary School Profile
- Apple Inc
Apple Inc. (2010). Apple Education Central Elementary School Profile.
Retrieved from http://www.apple.com/education/profiles/escondido/#video-
escondido/
Chapter 2: What is Instructional Design? " Trends and Issues in instructional design and technology
- K L Gustafson
- R M Branch
Gustafson, K.L. & Branch, R.M. (2007) " Chapter 2: What is Instructional
Design? " Trends and Issues in instructional design and technology (2nd ed.)
edited by Reiser, R.A. & Dempsey, J.V.. Upper Saddle River, NJ: Pearson
Prentice Hall.
Introducing The iPad in A Norwegian High School Retrieved from http
- V Henrik
Henrik, V. (2011). Introducing The iPad in A Norwegian High School. Retrieved from
http://framsikt.files.wordpress.com/2011/09/introducing-the-ipad-in-a-
norwegian-high-school.pdf
iPad Program Transforms Learning at Dwyer Technology Academy in Elizabeth Retrieved from http Pencils, Notebooks And iPad — Check. McClatchy Newspapers. Retrieved from http
- C T Cranford
Cranford, C. (2012 March 14). iPad Program Transforms Learning at Dwyer
Technology Academy in Elizabeth. Retrieved from
http://www.nj.com/cranford/index.ssf/2012/03/ipad_program_transforms_learni.h
tml
Curtis, T. (2012, April 1). Pencils, Notebooks And iPad — Check.
McClatchy Newspapers. Retrieved from
http://topics.areavoices.com/2012/04/01/pencils-notebooks-and-ipad-check
iPad4 Specs Revealed Retrieved from http
- Sebastien
Sebastien. (2012, March 7). iPad4 Specs Revealed. Retrieved from
http://www.idownloadblog.com/2012/03/07/ipad-3-specs-revealed/
Pencils, Notebooks And iPad — Check. McClatchy Newspapers. Retrieved from http://topics.areavoices.com
- Warschauer
Warschauer. (2012, April 1). Pencils, Notebooks And iPad — Check. McClatchy
Newspapers. Retrieved from http://topics.areavoices.com/2012/04/01/pencils-
notebooks-and-ipad-check
Chapter 4: Good Video Games, The Human Mind and Good Learning Learning About Learning from a Video Game
- J P Gee
Gee, J.P. (2007) "Chapter 4: Good Video Games, The Human Mind and Good Learning,"
and "Chapter 5: Learning About Learning from a Video Game" in Good Video
Games + Good Learning. New York: Peter Lang Publishing Inc.
Consumer Skepticism. Retrieved from http
- S E Sapp
Sapp, S.E. (2011). Consumer Skepticism. Retrieved from
http://www.soc.iastate.edu/sapp/soc415Skepticism.html
Samsung Windfall: All of South Korea's Textbooks to Go Digital by 2015
- M Christoper
Christoper, M. (2011, July 1). Samsung Windfall: All of South Korea's
Textbooks to Go Digital by 2015. Retrieved from
http://www.technologyreview.com/blog/mimssbits/26960/
Apple iTunes. Retrieved from http
- Apple Inc
Apple Inc. (2012). Apple iTunes. Retrieved from http://www.apple.com/itunes/
Retrieved from: http://www.123rf.com/photo_9505480_attractive-student-girl- isolated-on-a-over-white-background
- Girl
Girl: Retrieved from: http://www.123rf.com/photo_9505480_attractive-student-girl-
isolated-on-a-over-white-background.html
Watchung 2012-2013 Board of Education Budget Includes Money for iPads, eReaders. Retrieved from http
- R Barbara
Barbara, R. (2012, March 25). Watchung 2012-2013 Board of Education Budget
Includes Money for iPads, eReaders. Retrieved from
http://www.nj.com/independentpress/index.ssf/2012/03/watchung_2012-
2013_board_of_ed.html
Retrieved from: http://coffee.wikia.com/wiki/File:Starbucks_logo.png Barista. Retrieved from: http://commons.wikimedia.org/wiki/File:Starbucks_barista.jpg Waiter: Retrieved from
- Starbuck Logo
Starbuck logo: Retrieved from: http://coffee.wikia.com/wiki/File:Starbucks_logo.png
Barista. Retrieved from: http://commons.wikimedia.org/wiki/File:Starbucks_barista.jpg
Waiter: Retrieved from: http://nypost.com/2013/03/03/you-got-served-4/
Making meaning with texts: Selected essays
- L Rosenblatt
Rosenblatt, L. (2005). Making meaning with texts: Selected essays. Portsmouth, NH:
Heinemann.
Evaluation of Evidence-Based Practices in Online Learning Retrieved from http
- Barbara Means
- Yukie Toyama
- Robert Murphy
- Marianne Bakia
- Karla Jones
Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, Karla Jones. (2010).
Evaluation of Evidence-Based Practices in Online Learning Retrieved from
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
The One World School House
- Salman Khan
Khan, Salman (2012). The One World School House, NEW York, NY. Grand Central
Publisher