Author Archives: wiltwhatman

Deconstructing Disengagement

This study takes place in the context of a series of Stanford xMOOCs. It;s important to note here that the xMOOC model does not rely on the use of Social Media, and, as such, may have limited application to my … Continue reading

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Cognitive Architecture and Instructional Design

Sweller, J., van Merrienboer, J. G., & Paas, F. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-296. p257 “Learners who have a more automated schema have more working memory capacity available” p258 “Novel tasks may prove to be … Continue reading

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Research Proposal Literature Review

Introduction This Literature Review broadly comprises three strands. Cognitive Load Theory and it’s relationship to collaborative learning comprise one strand. Self Efficacy theory, in the context of cognitive overload comprises a second, and potential Cognitive Load implications of Connectivist MOOC … Continue reading

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Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25(4), 615-624. doi:10.1002/acp.1730 This is an experimental confirmation of the expected task comolexity effect with regard to … Continue reading

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A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks

Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks.Educational Psychology Review, 21(1), 31-42. doi:10.1007/s10648-008-9095-2 “Intrinsic load provides a “base” load that is irreducible other than by constructing additional schemas and automating previously acquired … Continue reading

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Cognitive load and knowledge sharing in Learning Networks, Interactive Learning Environments

Ya P. Hsiao , Francis Brouns , Liesbeth Kester & Peter Sloep (2013) Cognitive load and knowledge sharing in Learning Networks, Interactive Learning Environments, 21:1, 89-100, DOI: 10.1080/10494820.2010.548068 Hsiao et al adopt a definition of non formal learning “Nonformal learning … Continue reading

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Implementing Web 2.0 in Secondary Schools: Impacts, Barriers and Issues

Crook, C., Fisher, T., Graber, R., Harrison, C., Lewin, C., Cummings, J., Logan, K., Luckin, R., Oliver, M., & Sharples, M. (n.d.). Implementing Web 2.0 in Secondary Schools: Impacts, Barriers and Issues. Retrieved from BECTA website: http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf I focus on the barriers section, as that seems most in line with my … Continue reading

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