Module+2+Scavenger+Hunt+2

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This page contains Module 2's Scavenger Hunt 2 assignment. I focused on two features of the Cognitive Load Theory (The Worked Example Effect & The Split-Attention Effect).

= Features of Cognitive Load Theory﻿ =

__Worked Example Effect__:
Why this feature appealed to me... 1. While reading about the Cognitive Load Theory, I came across the Worked Example Effect, which I could relate to. Many times throughout my education, I have been given problems to solve that left me feeling confused about what step to take next. I’ve always felt more successful when I could study a clear example and learn the process that way. 2. I continue to try to provide students with powerful and meaningful instruction that is straight forward and contains the information necessary for their success. This feature of the Cognitive Load Theory is something I try to emphasize within my own instruction. Providing worked examples gives students the opportunity to learn information properly before having to apply their new knowledge.

Example of a website's violation of the Worked Example Effect: http://www.cramster.com/calculus-practice-problems-p25-0-5-0-0-0-0-0-cpi99-1.aspx 

This website violates the Worked Example Effect because it asks viewers to answer calculus problems before viewing a worked example. Being able to view worked examples before completing any type of problem helps prepare students properly and set them up for success. If there were a worked example before each problem, it would give students something to model their work after. A student can learn just as much by studying a worked example, if not more, than a student having to solve the same problem. One positive thing about this website is that there is an option to view the answer if needed.

__Split-Attention Effect__:
Why this feature appealed to me... 1. The Split-Attention Effect caught my eye when reading about the Cognitive Load Theory because it has often made learning difficult for me. Focusing on multiple sources of visual information is distracting and complicated for me because I have to take extra steps to integrate the sources together before learning the new information. 2. When teaching, I try to avoid causing students to have to split their attention in my instruction. This feature of the Cognitive Load Theory appealed to me because I try to make sure that any visual information shown to students is “ready for learning”. I don’t want to cause students extra stress by making them integrate visual information when it’s not necessary.

Example of a website's violation of the Split-Attention Effect: http://www.mbgnet.net/bioplants/parts.html <span style="font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;">This website violates the Split-Attention Effect, which deals with multiple sources of visual information. When looking at the plant diagram, to fully understand the plant parts and their purpose, you have to mentally integrate the diagram and the text. By having to integrate the diagram and the text to comprehend the parts of a plant and their purpose, this creates a heavy cognitive load. To help this problem, I would use the plant diagram on the website alone to reduce the cognitive load. The new diagram could include the labeled plant parts with a brief description. This way, students would not have to integrate information. It would all be included in one diagram. One positive thing about this website is that it provides an effective color scheme and is organized.