Reflections on using a learning object in class

“Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition”. (Howard, n.d.)

“Cognitive load theory has many implications in the design of learning materials which must, if they are to be effective, keep cognitive load of learners at a minimum during the learning process”. (Howard, n.d.)

As a Physics teacher I decided to apply one of the many learning tools found on web 2.0 into one of my lessons. The learning tool I chose was a Physics simulation provided by Colorado University. I would then reflect on the usefulness of this learning tool after my lesson and discuss the implications of this simulation regarding cognitive load theory.

This simulation helps students understand the concepts of Newton’s laws related to various objects sliding down a ramp. The simulation is interactive allowing students to change the angle of the ramp, the weight and coefficient of friction of the object, the opposing force to the movement of the object and they can also change the friction qualities of the ramp. The simulation provides real time force measurements and students can also observe what is happening to the work and energy of the object at the same time.

I also created an instruction guide to go with this simulation that gives students a step by step process to follow. Links to both the simulation and instruction guide are given at the bottom of this post which I have placed on Risal, the HKU repository.

Artino (2008) states that when “intrinsic cognitive load refers to the number of elements that must be processed simultaneously in working memory for schema construction”. He calls this “elementary interactivity” and goes onto say that “elementary interactivity is dependent on the complexity of the to-be-learned material and the learners’ experience. My class has students of varying capabilities and different experiences and the object of this exercise was to get all students engaged in their own learning from the word go. The simulation allows students to bring previous knowledge to the activity and apply this knowledge in a fun and interactive manner. It also allows them to test their knowledge if they were already familiar with the concepts under discussion. For students unfamiliar with the concepts it allows them to play and interact and become more comfortable with these ideas without having to perform calculation.

Sweller’s work on Extraneous cognitive load (Sweller, 1994 as cited in Artino, 2008) states that “Extraneous cognitive load which is also known as ineffective cognitive load- is the result of instructional techniques that require learners to engage in working memory activities that are not directly related to schema construction or automation”. I believe that this simulation requires too much extraneous cognitive load and that students spent most of their time wondering which buttons to press and where they could retrieve the relevant information so they could follow the task at hand. A good learning tool must be self explanatory to use or must have a simple tutorial in order to get the user engaged. This application had neither and this hindered the progress of most of my students especially those who were already unfamiliar with concept of Newton’s laws and coefficients of friction.

Artino (2008) states that “when intrinsic and extraneous cognitive load leave sufficient working memory resources, learners may invest extra effort in processes that are directly relevant to learning.” He calls this germane cognitive load, “effective cognitive load”. In my opinion I do not believe that this is an effective learning tool in understanding the concepts of Newton’s laws related to inclined planes. I do not feel that this simulation produces positive schema construction when used on its own. However if it were to be used as a tool to introduce the concept, learners could then further develop these ideas to bolster their understanding.

My scaffolding approach to this simulation was wrong and counterproductive. In my attempt to try and apply order to the simulation the creative and fun part of the simulation was lost. These simulations are useful as introductions to new ideas or as simulations to further enhance understanding at the end of a unit. I intend to use a simulation in my personal assessment at the end of unit 6024 and these are points that I must consider when using this type of learning tool.

Bibliography
Artino, A. J. (2008). Cognitve load theory and the role of the learner experience: An Abbreviated review for eductaional practitioners. AACE Journal , 425-439.
Howard, S. (n.d., n.d. n.d.). Cognitive load theory (J Sweller). Retrieved 10 11, 2010, from http://tip.psychology.org/sweller.html

Christopher’s learning object - Barista - cafe quality espresso coffee at home By Airsource

The iPhone app identified as Barista is a useful example of a learning object. I found this iPhone app useful for three reasons.

http://itunes.apple.com/us/app/barista-cafe-quality-espresso/id302556126?mt=8
http://www.iphonebuzz.com/home-barista-iphone-app-for-coffee-drinker-235865.php

First, it looks like it is an example of a learning object which includes real-life examples. The Barista app shows pictures and videos along with instructions on how to make several types of drinks. It clearly shows real world examples in video and pictures.

One concern I had with the Flash based simulators was that those objects were so removed from reality. The animations were loose representations. The Barista app raises the standard on quality with pictures and videos.

Learning objects which could be classified as being of the type “contextual representation” (Churchill 2007) are ones which show real-life examples and display data as it emerges from an authentic situation. The Barista app appears to meet this requirement.

Second, I believe the coffee making app meets another criteria of Chruchill’s learning object which is defined as the contextual representation type. The app allows users to collect data about the coffee that is produced; the app allows users to take pictures of their artful pictures made in steamed milk. Not only does the app present and explain the way to make several types of coffee, it also allow users to collect data, i.e. pictures, and save and share the data with other users. This learning object clearly allows users to display data “...as it emerges from represented authentic scenario” (ibid 2007).

The third reason I find the Barista app useful is that it situates the information it presents in a socio-cultural practice. This app allows coffee makers to compare their artistic coffee creations, and that is likely one reason this app has been so successful. Not only do users learn the facts and steps to make several types of coffee, but the information is situated within a social practice.

I am impressed with the approach as it makes use of a way of ordering information in a way that works for the users. This app allows users to make sense of the information in a socio-cultural context. Similarly, my research on information literacy seeks to better understand information literacies situated in practices, and why not start this research over a cup of coffee or tea?

Churchill, D. (2007). “Towards a useful classification of learning objects”, Education Tech Research 55:479-497.

Christopher's Risal Account Cloud

Gavin's learning object - Projectile motion

This applet is one of many simulations provided by the University of Colorado. I use many of these applets as introductions to units of work that need to be covered on the Physics IB syllabus. Most of the Universities simulations are useful teaching aids as it provides a learner with hands on experience and a good understanding of the phenomena without teacher intervention. Not only is the applet easy to use and understand but it also means that the learner is directly involved in the unit from the start and because most of these applets are fun to use, the learner is engaged and motivated with the activity.

I have chosen to use the projectile motion applet as this is one of the learning objects I intend to use for my final assignment in this module. A simulation is a good starting point as a motivational tool but without further development of this tool in enhancing a learners understanding, it can start to lose some of its effectiveness. Therefore a learners understanding of this projectile motion concept can be further enhanced if the learner then takes what they have learnt from this simulation and apply the concept to the real world.

Not all simulations can be enhanced this way. For example applets on Qunatum Physics are a little hard to apply to the real world unless you happen to have a partical accelerator in your back pocket. However practical hands on experience is a great learning tool and I have found in the classroom and laboratory that this simulation helps to develop a learners scientific process of developing ideas into practical activities.

Ingrid's learning object - Hardy Weinberg Equilibrium

The Hardy-Weinberg equilibrium is a concept in evolutionary genetics that is part of the course I have to teach. It involves certain mathematical calculations which, for the non mathematically oriented students (as I would consider myself), results in a series of mathematical equations from which students can calculate a value for "p" and "q" - a value which they might have to calculate in exams. In reality, this "p" or "q" value results as meaningless to the students as it probably is to you as you read this. (If you are interested in finding more about the "p" and "q" values please do visit the applet I have embedded below).

Although I am not a big fan of java simulations which are at risk of "taking reality" away from the topic, I like the Evo Tutor applet developed to "simulate" the changes in allele frequencies that are linked to concepts associated to the Hardy-Weinberg equilibrium.

The Hardy-Weinberg equilibrium is a rather abstract topic which relies on the learner being able to interpret, not only an intangible concept (such as a frequency of gene alleles) but also an entirely conceptual time-frame (the model is represented over several life generations, a time frame that by nature it is harder for us to grasp). Taking these issues into consideration, I believe that the simulation -together with empirical case studies were the Hardy-Weinberg equilibrium is thought to have existed (or exists)- can be used as a useful learning object through which students may to an extent, compare "real" data (i.e. from empirical studies) to the expected outcome as predicted by these "formulas" that they have to use. Furthermore, if the situation permits so, this applet allows for students to predict, for example, what a certain experimental set up will result in before they actually set up the experiment.

I consider the value of this LO lies in the fact that it can aid the understanding of this abstract concept. On its own, although a nicely setup applet, the applet does not do a lot more than a teacher might represent on a whiteboard or a student watch on a video. The LO's added value is the way in which it can expand the dimensions through which learners are presented with this highly theoretical model and the way it can be molded to contribute to the understanding of the Hardy-Weinberg principle in real-case scenarios.



Posted by: Ingrid Kopke Donado

Malcolm's Risal Account Cloud

Gavin's Risal Account Cloud

Ingrid's Risal Account Cloud

These is Ingrid's link to the Risal Assets