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Professional Learning: Managing learner cognitive load for more efficient l...

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UNSW Australia - Room 119, Level 1 John Goodsell Building

High Street

Kensington

Sydney, NSW 2052

Australia

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Presenter: Professor Slava Kalyuga
Dates: 17 May 2018
Times: 9am-4pm

Cognitive load theory as a prominent research field has been around for over 30 years, with many research groups in leading universities around the globe working within this framework. Recently (August 2017), the Centre for Education Statistics and Evaluation, NSW Government published the report “Cognitive load theory: Research that teachers really need to understand” with the aim of attracting more attention of the teaching community to this area of research. This workshop is designed as an introduction to this theory intended for practicing teachers and instructional developers. It will provide them with theory- and research-based recommendation on information presentations techniques that are best suitable for learners with different and changing levels of knowledge in a specific task area. Focusing on extensively researched principles and methodologies, the workshop offers their practical implications with concrete examples of teaching methods and strategies. Among these methods are using goal-free problems, worked examples, reducing learner split-attention, avoiding redundant information presentations, using animations or static pictures depending on levels of prior knowledge, using different modalities for presenting related sources of information. The workshop introduces learners to fundamental characteristics of human cognitive architecture that need to be considered to make instruction efficient - to learn effectively and without ‘headache’ caused by cognitive overload. Teachers will learn how to detect instructional situations that may overload learners, and which techniques to use to avoid such overload.


About the Presenter

Slava Kalyuga is Professor of Educational Psychology at the School of Education, the University of New South Wales in Sydney, Australia where he has been involved in cognitive load research since 1994. His specific contributions to this research field include detailed experimental studies of the role of learner prior knowledge in learning (the expertise reversal effect), the audio-visual redundancy effect in multimedia learning, and the development of rapid diagnostic assessment methods for tailoring instruction to levels of learner expertise. He has published over 130 refereed papers and several books. Prof Kalyuga is currently an associate editor of Learning and Instruction.


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UNSW Australia - Room 119, Level 1 John Goodsell Building

High Street

Kensington

Sydney, NSW 2052

Australia

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