toler presentation iasummit2010
DESCRIPTION
Interaction designers, graphic designers, and anybody else involved in the ongoing production of commercial websites should pay a lot more attention to instructional principles – even if the project at hand is not overtly instructional. What makes material good for learning also makes it good for other conversion goals – such as explaining products, services, and strengthening brands. This presentation gives an overview of several key learning theories valued by instructional designers, with real-world examples of how they make a difference in all sorts of consumer applications (such as in banking, how-to, and entertainment). The principles include: learning from visuals, cognitive load theory, situated learning, cognitive flexibility theory, scaffolded vs. discovery learning, and case-based reasoning. The emphasis will be on using the instructional designer's theoretical toolkit to build an evaluation framework, or heuristic, for reviewing non-instructional designs.TRANSCRIPT
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THINK LIKE AN INSTRUCTIONAL DESIGNERAPPLIED LEARNING THEORIES FOR INTERACTION DESIGN
Todd TolerDirector of User ExperienceJohn Wiley & Sons
IA Summit 2010April 9th
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Cognitive Load
ADVANCE ORGANIZER
Schema
SituatedLearning
Cognitive
Apprenticeship
Cognitive Flexibility
Case-based Reasoning
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HEURISTIC LENSES
Definition of a Design Lens” A design lens allows you to view the user experience through the eyes of a single design principle. Lenses were originally created for game design but are just as powerful for user experience design.”
- Bill Scott, Theresa Neil, & Rochele King
www.designingwithlenses.com
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What Inspired this Talk?
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What Inspired this Talk?
Missed Opportunities
• We face instructional design challenges every day• Think of e-Learning as “everyday learning”• Designers are pattern driven, educators are theory driven
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HOHO
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EPISTEMOLOGIES IN EDUCATION
CONSTRUCTIVISM
OBJECTIVISMCOGNITIVISM
LEARNING ENVIRONMENTS
•KNOWLEDGE IS NEGOTIATED
•INFORMATION PROCESSING •KNOWLEDGE IS TRANSMITTED
COACHINGDISCOVERY
WORKED
John Dewey ”Education is not preparation for life. Education is life itself”
(1859 –1952)
”Give me a child and I’ll shape him into anything.”
B.F. Skinner (1904 –1990)”Knowledge is a system of transformations that become progressively adequate”
Jean Piaget (1896-1980)
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COGNITIVE LOAD THEORY
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Theory Overview
• George Miller’s “Magic Number Seven”
• Intrinsic, Extraneous, and Germane types of load
• Mayer’s multi-media principles (e.g. spatial contiguity, temporal contiguity) Cognitivists argue that the brain has severe
limitations to working memory
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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LEARNING FROM VISUALS (cont’d)
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COGNITIVE LOAD THEORY - LEARNING FROM VISUALS
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Cognitive Load
• Do visuals explain relationships and/or how cause/effect sequences work?
• Is animation and narration used carefully with text?
• Are corresponding words and pictures presented near one another?
HUERISTIC LENSES
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SITUATED LEARNING THEORY
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Theory Overview
• Also called “learning as social participation”
• Meaning is negotiated between learner and teacher
• Learning takes place in authentic contexts
• “Communities of Practice” & “Peripheral Participation”
The Real Housewives of Orange CountyJean Lave actually did her research with house wives in Irvine, CA – proving their math skills in the classroom were no match for their math skills when grocery shopping.
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SITUATED LEARNING
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SITUATED LEARNING
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SITUATED LEARNING
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SITUATED LEARNING
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Cognitive Load
Situated Learning
• Is material presented in an authentic context?
• Is social interaction and collaboration encouraged?
• Is material presented as tools that are used, not concepts that are read?
HUERISTIC LENSES
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SCHEMA THEORY
Theory Overview
• Schemas are mental representations of an associated set of perceptions, ideas, and/or action
• XML for the brain• When new info finds an
associated schema – it speeds the consolidation of memory in the neo-cortex
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You don’t really need to understand these diagrams to make use of it!
You don’t really need to understand these diagrams to make use of it!
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SCHEMA THEORY: ACTIVATING PRIOR KNOWLEDGE
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SCHEMA THEORY: ACTIVATING PRIOR KNOWLEDGE
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Schema Theory
• Do you draw upon information that is likely to be familiar to learners?
• Is material contextualized with analogies and background events (for “gist” and “theme”?)
• Have you developed a sense of “situational intent” (via benefits, outcomes, applications, examples?)
HUERISTIC LENSES
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COGNITIVE APPRENTICESHIP THEORY
Theory Overview
• Modeled on “out-of-school” learning
• Involves increasing amounts of independent practice under observation
• Emphasis on methods (modeling, coaching, scaffolding, fading, articulation)
• Emphasis on sequence (global before local, increasing complexity, increasing diversity)
• “Distributed expertise”
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The reciprocal teaching method in reading instruction is the most famous example of Cognitive Apprenticeship Theory in action.
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COGNITIVE APPRENTICESHIP THEORY
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Cognitive Apprencticeship• Is there expert modeling?
(particularly multiple mentors to learn from)
• Combination of scaffolding (adding help when needed) + fading (removing help gradually)
• Reflection on performance (e.g. replay and abstracted replay)
• Articulation (student demonstrations of expert performance)
• Exploration (relatively independent practice)
HUERISTIC LENSES
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COGNITIVE FLEXIBILITY THEORY
Theory Overview
• Power of the “hypertext” – cross-linking content for multiple interpretations
• Argues for complexity - wary of the “reductive bias”
• Higher order, inference based understanding
• Was developed with ill-structured domains in mind
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KANE - short for "Knowledge Acquisition in Non-Linear Environments" was an interactive laser-disc based on the film Citizen Kane, circa 1992
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COGNITIVE FLEXIBILITY THEORY
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COGNITIVE FLEXIBILITY THEORY
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Cognitive Flexibility
• Can content be broken into ‘mini-cases’ which fit into multiple themes?
• Can users ‘criss-cross’ the materials – same content, different contexts?
HUERISTIC LENSES
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CASE-BASED REASONING THEORY
Theory Overview
• Learners generalize from cases, not from explicit procedural knowledge
• Induce their way to correct path by failing in the other ones
• “Expectation Failures”
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…dreams of a “Reminding Machine” full of stories that revolve around goal conflicts, plans, counter plans, side effects of plans, and unexpected outcomes.
Roger Schank
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CASE-BASED REASONING
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Case-based Reasoning
• Can content be developed as a “set” of realistic, specific situations?
• Have you provided your user with a strategy for evaluating the cases?
• Are the cases written with a clearly articulated problem, question, or dilemma
• Do user have a safe place to test predictions, with feedback on incorrect paths?
HUERISTIC LENSES
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HUERISTIC LENSESSituated LearningCognitive Load
• Do visuals explain relationships and/or how cause/effect sequences work?
• Is animation and narration used carefully with text?
• Are corresponding words and pictures presented near one another?
Schema Theory• Do you draw upon information
that is likely to be familiar to learners?
• Is material contextualized with analogies and background events (for “gist” and “theme”?)
• Have you developed a sense of “situational intent” (via benefits, outcomes, applications, examples?)
Cognitive FlexibilityCognitive Apprenticeship• Is there expert modeling?
(particularly multiple mentors to learn from)
• Combination of scaffolding (adding help when needed) + fading (removing help gradually)
• Reflection on performance (e.g. replay and abstracted replay)
• Articulation (student demonstrations of expert performance) & exploration (relatively independent practice)
Case-based Reasoning• Can content be developed as a
“set” of realistic, specific situations?
• Have you provided your user with a strategy for evaluating the cases?
• Are the cases written with a clearly articulated problem, question, or dilemma
• Do user have a safe place to test predictions, with feedback on incorrect paths?
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• Is material presented in an authentic context?
• Is social interaction and collaboration encouraged?
• Is material presented as tools that are used, not concepts that are read?
• Can content be broken into ‘mini-cases’ which fit into multiple themes?
• Can users ‘criss-cross’ the materials – same content, different contexts?
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