Recommended Readings
by John Sweller, Frank Nguyen, Ruth C. Clark
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
- About This Book
- About Pfeiffer
- Copyright
- CONTENTS OF THE CD-ROM
- ACKNOWLEDGMENTS
- INTRODUCTION
- Purpose
- Audience
- Package Components
- Product Description
- Part I. An Introduction to Efficiency in Learning (Chapters 1 and 2)
- Part II. Basic Guidelines for Managing Irrelevant Cognitive Load (Chapters 3 through 8)
- Part III. Instructional Guidelines for Imposing Relevant Cognitive Load (Chapter 9)
- Part IV. Tailoring Instruction to Learner Expertise Chapters 10 and 11)
- Part V. Cognitive Load Theory in Perspective (Chapters 12 and 13)
- Appendix
- Glossary
- Explanation of Cognitive Load Theory
- I. An Introduction to Efficiency in Learning
- 1. Cognitive Load and Efficiency in Learning
- 1.1. The Costs of Inefficient Instruction
- 1.2. What Is Cognitive Load Theory?
- 1.3. Types of Cognitive Load
- 1.4. No Yellow Brick Road: The Relativity of Cognitive Load
- 1.5. Cognitive Load Theory and Human Learning
- 1.6. Evidence-Based Practice
- 1.7. Quantifying Efficiency
- 1.8. The Bottom Line
- 1.9. On the CD
- 1.10. COMING NEXT
- Recommended Reading
- 2. The Psychology of Efficiency
- 2.1. Harnessing Human Learning Processes
- 2.2. Our Memory Partners
- 2.3. Working Memory and the Significance of the Number 7 ± 2
- 2.4. Long-Term Memory and Expertise
- 2.5. Visual and Auditory Centers in Working Memory
- 2.6. How Learning Happens
- 2.7. Automaticity: A Working Memory Bypass
- 2.8. The Bottom Line
- 2.9. On the CD
- 2.10. COMING NEXT
- Recommended Readings
- 1. Cognitive Load and Efficiency in Learning
- II. Basic Guidelines for Managing Extraneous (Irrelevant) Cognitive Load
- 3. Use Visuals and Audio Narration to Exploit Working Memory Resources
- 3.1. Accelerate Expertise with Dual Modalities
- 3.2. Guideline 1: Use Diagrams to Optimize Performance on Tasks Requiring Spatial Manipulations
- 3.3. Guideline 2: Use Diagrams to Promote Learning of Rules Involving Spatial Relationships
- 3.4. Guideline 3: Use Diagrams to Help Learners Build Deeper Understanding
- 3.5. Guideline 4: Explain Diagrams with Words Presented by Audio Narration
- 3.6. When to Use Audio to Explain Visuals
- 3.6.1. The Delivery Medium Must Carry Audio
- 3.6.2. Back-Up Audio with Text to Accommodate Learners with Hearing Impairments
- 3.6.3. Use Audio to Explain High Complexity Content
- 3.6.4. Use Audio for Low Prior Knowledge Learners
- 3.6.5. Use Diagrams and Audio Only When Diagrams and/or Text Require Explanations
- 3.6.6. Use Text Rather than Audio When Learners Need Reference to Content
- 3.7. Using Audio to Describe Text Rather Than Diagrams
- 3.8. The Bottom Line
- 3.9. On the CD
- 3.10. COMING NEXT
- Recommended Readings
- 4. Focus Attention and Avoid Split Attention
- 4.1. Attention and Working Memory
- 4.2. Guideline 5: Use Cues and Signals to Focus Attention to Important Visual and Textual Content
- 4.3. Guideline 6: Integrate Explanatory Text Close to Related Visuals on Pages and Screens to Avoid Split Attention
- 4.4. Integrate Words and Visuals for Teaching Computer Applications in One Delivery Medium to Avoid Split Attention
- 4.5. The Bottom Line
- 4.6. On the CD
- 4.7. COMING NEXT
- Recommended Readings
- 5. Weed Your Training to Manage Limited Working Memory Capacity
- 5.1. The Misconceptions of More
- 5.2. Guideline 8: Pare Content Down to Essentials
- 5.3. Guideline 9: Eliminate Extraneous Visuals, Text, and Audio
- 5.4. Guideline 10: Eliminate Redundancy in Content Delivery Modes
- 5.4.1. When Are Instructional Materials Redundant?
- 5.4.2. Don't Add Words to Self-Explanatory Visuals
- 5.4.3. Research Applications
- 5.4.4. Accommodating Audiences with Novices and Experts
- 5.4.5. Don't Describe Visuals with Words Presented in Both Text and Audio Narration
- 5.4.6. Sequence On-Screen Text After Audio to Minimize Redundancy
- 5.4.7. When to Narrate Text
- 5.4.8. Research Applications
- 5.4.9. Avoid Presenting Identical Words and Visuals in a Manual and on Computer in e-Learning
- 5.5. The Bottom Line
- 5.6. On the CD
- 5.7. COMING NEXT
- Recommended Readings
- 6. Provide External Memory Support to Reduce Working Memory Load
- 6.1. Bypassing Working Memory
- 6.2. Guideline 11: Provide Performance Aids as External Memory Supplements
- 6.3. Guideline 12: Design Performance Aids by Applying Cognitive Load Management Techniques
- 6.3.1. For Spatial Content, Use Visuals as the Predominant Display
- 6.3.2. Why Visuals Work Better
- 6.3.3. When Possible, Design Self-Explanatory Visuals That Omit Text
- 6.3.4. Applying the Research
- 6.3.5. When Words Are Needed, Integrate Text into the Visual
- 6.3.6. Integrate Performance Aids into the Performance Environment
- 6.3.7. An Example of Integrated Performance Aids
- 6.3.8. Applying the Research on Computer Performance Aids
- 6.3.9. Use Memory Support in Training Environments
- 6.3.10. Fading of Memory Support
- 6.4. The Bottom Line
- 6.5. On the CD
- 6.6. COMING NEXT
- 6.7. CHAPTER OUTLINE
- 7. Use Segmenting, Sequencing, and Learner Pacing to Impose Content Gradually
- 7.1. Training Design and Cognitive Load
- 7.2. Guideline 13: Teach System Components Before Teaching the Full Process
- 7.3. Guideline 14: Teach Supporting Knowledge Separate from Teaching Procedure Steps
- 7.4. Design Alternatives at the Course Level
- 7.5. Guideline 15: Consider the Risks of Cognitive Overload Before Designing Whole Task Learning Environments
- 7.6. Guideline 16: Give Learners Control Over Pacing and Manage Cognitive Load When Pacing Must Be Instructionally Controlled
- 7.7. The Bottom Line
- 7.8. On the CD
- 7.9. COMING NEXT
- Recommended Readings
- 8. Transition from Worked Examples to Practice to Impose Mental Work Gradually
- 8.1. Does Practice Make Perfect?
- 8.2. Guideline 17: Replace Some Practice Problems with Worked Examples
- 8.3. Guideline 18: Use Completion Examples to Promote Learning Processing
- 8.4. Guideline 19: Transition from Worked Examples to Problem Assignments with Backwards Fading
- 8.5. Guideline 20: Display Worked Examples and Completion Problems in Ways That Minimize Extraneous Cognitive Load
- 8.6. The Bottom Line
- 8.7. On the CD
- 8.8. COMING NEXT
- Recommended Readings
- 3. Use Visuals and Audio Narration to Exploit Working Memory Resources
- III. Instructional Guidelines for Imposing Relevant Cognitive Load
- 9. Put Working Memory to Work with Germane Load
- 9.1. Shifting from Extraneous to Relevant (Germane) Load
- 9.2. Guideline 21: Use Diverse Worked Examples to Foster Transfer of Learning
- 9.3. Guideline 22: Help Learners Exploit Examples Through Self-Explanations
- 9.4. Guideline 23: Help Learners Automate New Knowledge and Skills
- 9.5. Guideline 24: Promote Mental Rehearsal of Complex Content After Mental Models Are Formed
- 9.6. The Bottom Line
- 9.7. On the CD
- 9.8. COMING NEXT
- Recommended Readings
- 9. Put Working Memory to Work with Germane Load
- IV. Tailoring Instruction to Learner Expertise
- 10. Accommodate Differences in Learner Expertise
- 10.1. Beyond Learning Styles: Which Differences Matter?
- 10.2. How Cognitive Load Changes with Greater Expertise
- 10.3. Expertise Reversal Applied
- 10.4. Evidence for Expertise Reversal
- 10.5. Guideline 25: Write High Coherent Texts for Low Knowledge Readers
- 10.6. Guideline 26: Avoid Interrupting Reading of Low Skilled Readers
- 10.7. Guideline 27: Eliminate Redundant Content for More Experienced Learners
- 10.8. Guideline 28: Transition from Worked Examples to Problem Assignments as Learners Gain Expertise
- 10.9. Guideline 29: Use Directive Rather Than Guided Discovery Learning Designs for Novice Learners
- 10.10. The Bottom Line
- 10.11. On the CD
- 10.12. COMING NEXT
- Recommended Reading
- 11. Use Rapid Testing to Adapt e-Learning to Learner Expertise
- Recommended Readings
- 10. Accommodate Differences in Learner Expertise
- V. Cognitive Load Theory in Perspective
- 12. Applying Cognitive Load Theory
- 12.1. Applying Cognitive Load Theory to Instructional Planning
- 12.2. Training Development and Cognitive Load Theory
- 12.3. Challenges Implementing Cognitive Load Theory with Many Authoring Software Packages
- 12.4. Applying Cognitive Load Theory to Training Implementation
- 12.5. Evaluating Courseware for Efficiency
- 12.6. The Bottom Line
- 12.7. On the CD
- 12.8. COMING NEXT
- 12.9. CHAPTER OUTLINE
- 13. The Evolution of Cognitive Load Theory
- 12. Applying Cognitive Load Theory
- A. ALL ABOUT THE NUMBERS
- GLOSSARY
- REFERENCES
- ABOUT THE AUTHORS
- LIST OF FIGURES AND TABLES
- HOW TO USE THE CD-ROM
N. Cerpa,, P. Chandler,, & J. Sweller, (1996). Some conditions under which integrated computer-based training software can facilitate learning. J. Educational Computing Research, 14(4), 344–367.
P.D. Mautone,, & R.E. Mayer, (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93(2), 377–389.
R. Moreno,, & R.E. Mayer, (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 348–368.
The Misconceptions of More
Guideline 8: Pare Content Down to Essentials
Write Concise Instructional Materials
What Is an Effective Summary?
Eliminate Related But Unnecessary Technical Content
Guideline 9: Eliminate Extraneous Visuals, Text, and Audio
Omit Extraneous Words and Pictures Added for Interest
Emotional vs. Cognitive Sources of Motivation
Omit Extraneous Auditory Content
Research Applications
Guideline 10: Eliminate Redundancy in Content Delivery Modes
When Are Instructional Materials Redundant?
Don't Add Words to Self-Explanatory Visuals
Research Applications
Accommodating Audiences with Novices and Experts
Don't Describe Visuals with Words Presented in Both Text and Audio Narration
Sequence On-Screen Text After Audio to Minimize Redundancy
When to Narrate Text
Research Applications
Avoid Presenting Identical Words and Visuals in a Manual and on Computer in e-Learning
The Bottom Line
On the CD
John Sweller Video Interview
Sample Excel e-Lessons
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