The information in ELSI Chapter 2 was a good review of learning theory and cognitive load from Ed Tech 504, but I also appreciated the succinct treatment of the subject matter in this chapter. I especially liked this excellent guideline from page 37:
“The challenge for instructional designers is to create learning environments that minimize extraneous cognitive processing, manage essential processing, and foster generative processing.”
This guideline refers to the three types of demands on cognitive processing (extraneous, essential, and generative) described on pages 36 and 37. This simple categorization may make the complex issue of cognitive processing more manageable for those of us who design instructional materials.
It is common to hear that images and captions should be placed "together," but "together" is ambiguous. Figure 2.3 clearly demonstrates that text located immediately below a picture is not as effective as text placed immediately adjacent to the image, or "integrated." This example also demonstrates how a visual can be far more effective at fostering generative learning than words alone.
Finally, I also liked the explanation of using job-relevant "retrieval hooks" to promote knowledge transfer because this is an easy-to-understand concept and term that I may be able to use with clients in my job as an e-course developer.
“The challenge for instructional designers is to create learning environments that minimize extraneous cognitive processing, manage essential processing, and foster generative processing.”
This guideline refers to the three types of demands on cognitive processing (extraneous, essential, and generative) described on pages 36 and 37. This simple categorization may make the complex issue of cognitive processing more manageable for those of us who design instructional materials.
It is common to hear that images and captions should be placed "together," but "together" is ambiguous. Figure 2.3 clearly demonstrates that text located immediately below a picture is not as effective as text placed immediately adjacent to the image, or "integrated." This example also demonstrates how a visual can be far more effective at fostering generative learning than words alone.
Finally, I also liked the explanation of using job-relevant "retrieval hooks" to promote knowledge transfer because this is an easy-to-understand concept and term that I may be able to use with clients in my job as an e-course developer.
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