1. Copr. 2007 Gina Richter All Rights Reserved. The Next Generation of Interactivity. Gina A. Richter gina@golearningusa.com Gina A. Richter gina@golearningusa.com Cognitive Interactivity

2. Copr. 2007 Gina Richter All Rights Reserved. First things first Gina A. Richter gina@golearningusa.com Golearningusa.com Copyright Notice This presentation is copyrighted material and is provided to you for educational or personal use only. You may not reproduce any part of this presentation, in whole or in part, without the written permission of the copyright holder, Gina Richter. Gina A. Richter gina@golearningusa.com Golearningusa.com Copyright Notice This presentation is copyrighted material and is provided to you for educational or personal use only. You may not reproduce any part of this presentation, in whole or in part, without the written permission of the copyright holder, Gina Richter.

3. Copr. 2007 Gina Richter All Rights Reserved. Roles & Responsibilities Instructional Design Development Manage Train Teach (K-12) Teach (Higher Education) Instructional Technologists (academic environment) Instructional Design Development Manage Train Teach (K-12) Teach (Higher Education) Instructional Technologists (academic environment)

4. Copr. 2007 Gina Richter All Rights Reserved. Your Goal Why are you here? What would you like to get out of this session? Why are you here? What would you like to get out of this session?

5. Copr. 2007 Gina Richter All Rights Reserved. My Goal Sound Instructional Design Practices – NOT a Waterfall Process Provide instructional designers with the tools necessary to move beyond the “wow” factor and focus on the facilitation of the learning process. Sound Instructional Design Practices – NOT a Waterfall Process Provide instructional designers with the tools necessary to move beyond the “wow” factor and focus on the facilitation of the learning process.

6. Copr. 2007 Gina Richter All Rights Reserved. Our Mission “Perhaps the underlying problem with ‘technocentric’ perspectives is the attempt to optimize the capabilities of technology rather than learners” (Hooper & Hannafin, 1991, p. 70). Review and share some best practices on how to improve learner engagement and learner success by focusing on cognitive interactivity and not on functional interactivity. “Perhaps the underlying problem with ‘technocentric’ perspectives is the attempt to optimize the capabilities of technology rather than learners” (Hooper & Hannafin, 1991, p. 70). Review and share some best practices on how to improve learner engagement and learner success by focusing on cognitive interactivity and not on functional interactivity.

7. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Interactivity (Agenda) What is it? Why? How? Where do we start? Questions? What is it? Why? How? Where do we start? Questions?

8. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Interactivity - What is it? 15 + Years of experience & Education Gagne’s Conditions of Learning (1985) Cognitive Processes (Hooper & Hannafin, 1991) Instructional Strategies that enable cognitive restructuring, (learning) -working memory…long-term memory Cognitive Load Theory (Sweller, 1998; Clark, 2003; Clark, et., al., 2006) 15 + Years of experience & Education Gagne’s Conditions of Learning (1985) Cognitive Processes (Hooper & Hannafin, 1991) Instructional Strategies that enable cognitive restructuring, (learning) -working memory…long-term memory Cognitive Load Theory (Sweller, 1998; Clark, 2003; Clark, et., al., 2006)

9. Copr. 2007 Gina Richter All Rights Reserved. Why Cognitive Interactivity? It is why we do what we do…to get to behavior changes and performance improvement.

10. Copr. 2007 Gina Richter All Rights Reserved. Sound ID 1.What are your client’s or organizations goals? 2.How was it determined that a course was necessary? 3.What are your learning objectives? 4.Who is your audience? 5.What is the corporate culture like? 6.What are your learners’ experiences with the content? 7.Did you determine what your learners’ experiences were with the delivery modality you decided to select? 8.Why did you select the delivery modality? 1.What are your client’s or organizations goals? 2.How was it determined that a course was necessary? 3.What are your learning objectives? 4.Who is your audience? 5.What is the corporate culture like? 6.What are your learners’ experiences with the content? 7.Did you determine what your learners’ experiences were with the delivery modality you decided to select? 8.Why did you select the delivery modality?

11. Copr. 2007 Gina Richter All Rights Reserved. Share ID Practices

12. Copr. 2007 Gina Richter All Rights Reserved. How? Applying Cognitive Load Theory Enabling Retrieval Enabling Encoding Applying Cognitive Load Theory Enabling Retrieval Enabling Encoding

13. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Load Theory “Redundancy Principle” repeating information in text and audio; if a graphic is also present (can distract) “Coherence Principle” seductive details (can distract) “Personalization Principle” (can engage) (Clark, 2002, pp.3-7 ) “Redundancy Principle” repeating information in text and audio; if a graphic is also present (can distract) “Coherence Principle” seductive details (can distract) “Personalization Principle” (can engage) (Clark, 2002, pp.3-7 )

14. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Load Theory “Contiguity Principle” the closer the better- can engage “Modality Principle” (this takes advantage of dual encoding) “Contiguity Principle” the closer the better- can engage “Modality Principle” (this takes advantage of dual encoding)

15. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval Organization & Orienting Integration Transfer Organization & Orienting Integration Transfer

16. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Organization & Orienting) Any Guesses

17. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Organization & Orienting) Instructional Strategies… Create manageable chunks (lessons, or modules). Indicate what is important –Include: transitions, headings, sub-headings, summaries, topic introduction, and learning objectives. Instructional Strategies… Create manageable chunks (lessons, or modules). Indicate what is important –Include: transitions, headings, sub-headings, summaries, topic introduction, and learning objectives.

18. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Organization & Orienting) Instructional Strategies Cont… Use similar verbiage or visuals that provide cues while learners are applying new information for the first time (Gagne, 1985, p. 127) Advance Organizers Create the need to know. (the sell) Instructional Strategies Cont… Use similar verbiage or visuals that provide cues while learners are applying new information for the first time (Gagne, 1985, p. 127) Advance Organizers Create the need to know. (the sell)

19. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Organization & Orienting) More Examples…

20. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Integration) Any Guesses?

21. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Integration) Bring current knowledge into working memory and allow the new information to be integrated into an existing schema increasing the likelihood of retrieval.

22. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Integration) Instructional Strategies… Place new information in context with existing experience and knowledge to facilitate links and internal cues to existing schema. Turn “questions” into unique experiences. Instructional Strategies… Place new information in context with existing experience and knowledge to facilitate links and internal cues to existing schema. Turn “questions” into unique experiences.

23. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Integration) More Examples…

24. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Transfer) Near & Far Transfer

25. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Transfer) Instructional Strategies… Drill and practice for near transfer, replicates exact process or procedure that the learner will need to be successful. Practice applying rules, asking questions to make connections to the process, provide cognitive tools, scaffolding, and feedback through the process. Instructional Strategies… Drill and practice for near transfer, replicates exact process or procedure that the learner will need to be successful. Practice applying rules, asking questions to make connections to the process, provide cognitive tools, scaffolding, and feedback through the process.

26. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval (Organization, Integration, and Transfer) Instructional Strategies… Provide a goal, modularize content, use advance organizer(s), and a story in context of current knowledge through real-world scenarios that replicate actual challenges in order to build on existing knowledge. (worked examples, completion examples, or faded worked examples) Instructional Strategies… Provide a goal, modularize content, use advance organizer(s), and a story in context of current knowledge through real-world scenarios that replicate actual challenges in order to build on existing knowledge. (worked examples, completion examples, or faded worked examples)

27. Copr. 2007 Gina Richter All Rights Reserved. Enabling Retrieval- Organization, Orienting, Integration & Transfer More Examples

28. Copr. 2007 Gina Richter All Rights Reserved. Enable Encoding Cognitive Practice Metacognition Cognitive Dissonance Cognitive Practice Metacognition Cognitive Dissonance

29. Copr. 2007 Gina Richter All Rights Reserved. Enable Encoding (Cognitive Practice) Making crucial decisions within a virtual environment that presents the learner with challenges they might encounter outside of the learning environment and allows you to apply rules or underlying concepts.

30. Copr. 2007 Gina Richter All Rights Reserved. Enabling Encoding (Metacognition) Learners’ internal prompts that check their progress. Some learners require external prompts to provide these checks. Learners’ internal prompts that check their progress. Some learners require external prompts to provide these checks.

31. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Dissonance If learners are experts it might be necessary to integrate cognitive dissonance which wakes up a learner cognitively and lets them know things have changed and they need to pay attention.

32. Copr. 2007 Gina Richter All Rights Reserved. Enabling Encoding Instructional Strategies… Enable reflection Allow the practice of decisions Catch learners off guard Instructional Strategies… Enable reflection Allow the practice of decisions Catch learners off guard

33. Copr. 2007 Gina Richter All Rights Reserved. Enabling Encoding More Examples…

34. Copr. 2007 Gina Richter All Rights Reserved. Cognitive Interactivity –Wrap UP! Gagne’s Conditions of Learning (1985) Cognitive Processes (Hooper & Hannafin, 1991) Instructional Strategies that enable cognitive restructuring, (learning) -working memory…long- term memory Cognitive Load Theory (Sweller, 1998; Clark, 2003; Clark, et., al., 2006) Gagne’s Conditions of Learning (1985) Cognitive Processes (Hooper & Hannafin, 1991) Instructional Strategies that enable cognitive restructuring, (learning) -working memory…long- term memory Cognitive Load Theory (Sweller, 1998; Clark, 2003; Clark, et., al., 2006)

35. Copr. 2007 Gina Richter All Rights Reserved. Your Next Steps… Begin to implement cognitive interactions, enabling learners to achieve learning outcomes and to become successful when they are back on the job.

36. Copr. 2007 Gina Richter All Rights Reserved. Other Resources BJET- British Journal of Educational Technology AACE- Association for the Advancement of Computing in Education JILR - Journal of Interactive Learning Research JEMH - Journal of Educational Multimedia and Hypermedia IJEL - International Journal on E-Learning

37. Copr. 2007 Gina Richter All Rights Reserved. QUESTIONS???? GINA ANN RICHTER http://www.golearningusa.com GINA ANN RICHTER http://www.golearningusa.com