This video is the next in a series about instructional design and technology integration. It focuses on “weeding” (Mayer and Moreno, 2003 as cited by Mayer and Clark, 2010, p. 308). Note the video in this post: https://ict-design.org/2013/11/28/instructional-design-and-technology-integration/ where cognitive overload occurs because of the split attention effect. As a viewer, you are trying to focus either on the writing at the bottom of the screen or the verbal explanation. The videos are nearly identical; however, in the video in this post most subtitles and music while speaking occurs was removed. The effect is that it reduces extraneous processing by the viewer.
Mayer, R. E., & Clark, R. C. (2010). Instructional strategies for receptive learning environments. In K. H. Silber, & W. R. Foshay (Series Ed.), Handbook for improving performance in the workplace: Vol. 1. Instructional design and training delivery, (pp. 298-328). San Francisco, CA: Pfeiffer.
This is the first video in a series involving key ideas in instructional design. It has technology integrated through authentic means in the lesson. It is meant to induce cognitive overload, but embeds a lot of information about instructional design in doing so. Watch this video as a comparison. This video specifically explores:
Split Attention Effect
Primacy and Recency
Presentation of the Whole Task (Pebbles in the Pond)
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. http://dx.doi.org/10.1080/00461520701263368
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experimental, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. http://dx.doi.org/10.1207/s15326985ep4102_1
Martinez, M. E. (2010). Learning and cognition: The design of the mind. Upper Saddle River, NJ: Pearson.
Silber, K. H. (2010). A principle-based model of instructional design. In K. H. Silber, & W. R. Foshay (Series Ed.), Handbook of Improving Performance in the Workplace: Vol.1. Instructional design and training delivery, (pp. 23-52). San Francisco, CA: Pfeiffer.
van Gog, T., Ericsson, K. A., Rikers, R. M., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology, Research and Development, 53(3), 73-81. Retrieved from http://search.proquest.com.library.capella.edu
van Merriënboer, J. J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology, Research and Development, 53(3), 5-13. Retrieved from http://search.proquest.com.library.capella.edu