1. Student Learning and Development
Michael O’Brien Moran, PhD
Stephanie Crook, MEd

2. The Essence of the Argument
Traditional orientation models often fail through their own success.
The capacity for learning is elastic.
There are relatively predictable limits on the volume of information that can be absorbed by novices at one time.
In an unfamiliar environment, too much information is a bad thing.

3. The Goal of Student Services
We argue that rather than inundating incoming university students with information about their new and complex learning environment, it is more effective to simplify the learning environment. We argue that those involved in delivering transition programs should view simplification as their role rather than familiarization.
Rather than providing students with vast amounts of seemingly disparate pieces of information, transition programs should focus on providing students with a schema on which to hang details.

4. Disorientation
The disorientation experienced by first-year students (Schaetti, 1996) has profound cognitive effects.
These effects derive from a phenomenon similar to “illegibility” of physical environments (Weisman, 1981)
Some such effects are taxing students’ working memories (McCutchen, 1996; 2000) and impairing their problem-solving abilities.

5. Noviceness Makes You Stupid
WITHOUT CONTEXT, INFORMATION IS OFTEN MEANINGLESS
HERE ARE THE DIRECTIONS TO MY HOUSE:
LEAVING THE UNIVERSITY FROM THE PARKADE, GO THROUGH THE U LOT.
DON’T TURN LEFT AT THE FIRST ROAD. IT’S ONE-WAY.
SO, YEAH, GO THROUGH U LOT AND TURN LEFT ON UNIVERSITY CRESCENT.
YOU’RE GOING TO HAVE TO TURN RIGHT SOON, SO YOU SHOULD GET INTO THAT LANE.
NO, THAT LANE.
THAT LANE!
UNFORTUNATELY, YOUR LACK OF FAMILIARITY AFFECTS COGNITIVE FUNCTIONING. STUDENTS ARE RUNNING ACROSS THE ROAD WITHOUT ATTENDING TO PROPER PROTOCOLS, THEY’RE EVERYWHERE, THEIR MOVEMENTS ARE IMPOSSIBLE TO PREDICT, DAMN IT, YOU NEED TO GET INTO THE RIGHT LANE, A YOUNG WOMAN STEPS OFF THE CURB, THE CAR BEHIND YOU HONKS, YOU LOOK AROUND TO FIND THE SOURCE OF THE NOISE, YOU HEAR A THUMP AT THE FRONT OF THE CAR ….
LISTEN, MAYBE DON’T COME TO MY HOUSE AFTER ALL. IT’S TOO HARD TO EXPLAIN THE ROUTE, AND, WELL, MAYBE YOU SHOULD STAY THERE TO EXPLAIN WHAT HAPPENED TO THE POLICE.

6. Legibility of Environment (Weisman, 1981)
The strongest predictor of the “legibility” of a physical layout is simplicity (which accounted for 56% of the variance in disorientation). In contrast, familiarity with the setting only accounted for 9% of the variance in disorientation. This finding suggests that constructing simple physical environments is more effective for orientation purposes than is attempting to familiarize people with complex environments.

7. Spilling a Half-Full Glass of Water
The problem with memory is that it works really, really well and you still can’t remember the things you want to remember.
That is, memory works well, memory works automatically, memory is doing its job. If you can’t remember, you’re doing it wrong
You may not be paying attention.
You may be paying attention to the wrong thing.
You may be attempting to record/recall declarative information when the information you need is procedural information
You may trying to store the memory of a thing/phenomenon you don’t understand.
You may be attempting to work beyond the storage limits of short term memory.

8. Cognitive Load Theory
Cognitive Load Theory derives from a model in which human memory functions are distributed across a series of individual processes, each of which is characterized by distinct functionalities.
These multistage models hold that human cognitive architecture include:
limited dynamic short-term memory functions; and,
relatively stable long-term memory functions.
For more information on cognitive load theory, see Runswick et al. (2018).

9. Elasticity of Learning Capacity
The differences between the distinct modalities of memory lead to the phenomenon we refer to as the elasticity of learning capacity.
In effect, one’s capacity for learning, or situational IQ, is not static but, rather, depends on the degree to which one is familiar with both the information itself and the paradigm that provides the information with contextual meaning.

10. Elasticity of Learning Capacity
Volume and complexity of information should be tailored to novice learners.
There should be careful management of both the type, and the volume, of information.
Traditionally, educators have front-loaded information, believing that the information was necessary for learners to develop understanding.
Unfortunately, human memory does not work that way.
The human capacity to retain information without understanding is very limited.

11. Manipulation of Schematic Plasticity
A schema provides a cognitive frame for discrete pieces of information.
This, in turn, provides students with the ability to problem-solve in information poor environments (i.e., to use heuristic decision-making).
Schemas render information more meaningful and meaningful information is more memorable.
This allows students to develop agency more quickly.
Use blended learning designs to limit the volume of information students are asked to retain.

12. References
McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8(3),
McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 31(1), doi: /S EP3501_3
Runswick, O. R., Roca, A., Williams, M. A., Bezodis, N. E., Mcrobert, A. P., North, J. S. (2018). The impact of contextual information and a secondary task on anticipation performance: An interpretation using cognitive load theory. Applied Cognitive Psychology, 32(2),
Weisman, J. (1981). Evaluating architectural legibility: Way-finding in the built environment. Environment and Behavior, 13(2),