Tutorial Presentation
 

Abstract

Innovative learning environments (ILE) can be defined as motivating arrangements for learning that aim at the development of complex and higher-order skills, deep conceptual understanding, and metacognitive skills. These outcomes foster the productive use of acquired knowledge and skill, or, the ability to apply what is learned in new problem situations and thus allow for transfer of learning. The development of flexible, transferable problem solving skills, abilities to learn in dynamic conditions and adapt to innovations is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing learning, in order to be effective and efficient, the acquisition of flexible problem solving skills needs to be based on known characteristics of our cognitive architecture.
This tutorial adopts a cognitive load approach to ILE, which assumes that the instructional design of the multimedia learning arrangements can be guided by knowledge gained from multidisciplinary research relating to how people process and learn information. The tutorial closely examines the cognitive structures and processes involved in the learning process and will provide an introduction to cognitive load theory. The aim of cognitive load researchers has been to engineer the instructional control of cognitive load to provide the means to optimize cognitive load in learning arrangements. This tutorial aims to explore the basic instructional design requirements to align ILE with human cognitive architecture, and to demonstrate how discoveries in other disciplines, such as neurosciences, can inform the instructional design of ILE.
This tutorial will review and discuss state-of-the-art and multidisciplinary developments in research relevant for the design of ILE. It will introduce participants to major research topics and research methods in the area of human information processing, especially attention and memory that are relevant to the design of ILE. The tutorial is conducted in an interactive way with hands-on practice, demonstrations, and ample opportunity to relate to the participants’ own research and design projects through discussion at an advanced theoretical and practical level.
 

Bio

Fred Paas works as a full professor of educational psychology at Erasmus University Rotterdam in the Netherlands and as a honorary professor at the Open University of the Netherlands. His main research interest is in instructional control of cognitive load in lifelong learning of complex tasks. His six most influential publications have been cited over 2000 times, including “Cognitive Load Theory and Instructional Design” (Educational Psychologist, 2003), “Cognitive Load Measurement as a Means to Advance Cognitive Load Theory” (Educational Psychologist, 2003), “Cognitive Architecture and Instructional Design” (Educational Psychology Review, 1998), “Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skill” (Journal of Educational Psychology, 1994), “The Efficiency of Instructional Conditions” (Human Factors, 1993), “Training Strategies for Attaining Transfer of Problem-Solving Skill in Statistics” (Journal of Educational Psychology, 1992).

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