Constructivism 8: Challenges of Elearning

The E-Learning Curve

Regarding the challenges of elearning, in 2001 David Jonassen argues that “most e-learning replicates the worst features of face-to-face instruction: it may be cheaper to ‘deliver’ over the Internet, but it won't be more effective.

Bloom reheated

Learning with e's

In an age of digital media, where learners create, remix and share their own content, an overhaul of Bloom's Cognitive Taxonomy was long overdue. Yesterday I posted a critique of Bloom's Cognitive Taxonomy and argued that it is outmoded in the digital age. 2001).

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The Evolution of E-Learning: from Baby Steps to Giant Leaps

iSpring Solutions

The definition is as new as 2001, though the term e-Learning was first used in the year 1999 when the word was first utilized at a Cognitive Behavioural Therapy (CBT) seminar. Shared.

Bloom’s Taxonomy and Learning Games

Knowledge Guru

Use Bloom’s Taxonomy to help you craft your objectives and accurately assess what level of cognitive skill learners need to use to produce your goal. The original taxonomy is from 1956, with a revised taxonomy developed in 2001. The left column defines the cognitive skill.

Next Button: Yay or Nay? A Research Perspective on a "Pointed" Question

Patti Shank

Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332. 2001). 2001). Research offers important clues to difficult and complex questions.

Does audio narration help eLearners?


The first, cognitive load theory (see Sweller & Chandler, 1994 to learn more) states that our working memory may be overburdened when multiple sources of information must be assimilated simultaneously. Generally, increasing the cognitive load from multiple, redundant information channels, decreases learning efficiency. The cognitive theory of multimedia learning suggests that there are two information channels, visual and auditory, that can process in parallel streams.

Audio 43

Ruth Clark: eLearning and the Science of Instruction: A 10 Year Retrospection

Learning Visions

Multimedia principles – basically the same Growth in scenario based In 2001 = about 11% of delivery media was elearning; in 2009 to 36% – gradual decrease in instructor led. The cognitive model of working memory hasn’t changed that much. But now we’re talking more about cognitive load. When you have greater intrinsic load, you have to attend more to cognitive load.

Questions of the Week

The Logical Blog by IconLogic

  Mayer, Heiser,  & Lonn, 2001. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Nine ways to reduce cognitive load in multimedia learning. Adobe Captivate: Can I Stop The Presentation From Continuing After a Web Link? I have a Captivate slide that contains buttons taking the student to one of our Web pages (a link to a URL).

Getting Into the Flow: How Casual Games Increase Learning Engagement


vigilance and stress) (Hamann, 2001; Cahill & McGaugh, 1998). 2001). Cognitive and neural mechanisms of emotional memory. Trends in cognitive sciences, 5(9), 394-400. People are more disengaged than ever. A poll by the Gallup organization estimates that in 2015, “the majority (50.8%) of employees were ‘not engaged,’ while another 17.2% were ‘actively disengaged’.” Actively disengaged” is one of my favorite phrases.

Games 100

ADDIE is the Scavenger of Instructional Design, Not the Bitch Goddess (or Blooming Beyond Bloom)

Big Dog, Little Dog

While Bloom's Taxonomy has been quite useful in that it has extended learning from simply remembering to more complex cognitive structures, such as analyzing and evaluating, newer models have come along. Level 4: Knowledge Utilization (Cognitive System). 2001).

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Redefining the Taxonomy of eLearning

CommLab India

Taking the differing requirements of e-learning and evolving training pedagogies into account, the classification was reconstructed by Loren Anderson, a former student of Bloom in 2001, to incorporate modern approaches of training that reflect current needs.

E-Learning Design Part 2: Observable and Measurable Outcomes


Since the taxonomy’s first volume ( Handbook I: Cognitive ) was published in 1956, Bloom’s name has been synonymous with lesson planning for teachers across the world. In Handbook I , Bloom and his committee identified a number of cognitive levels at which humans can function.

A Habit-based Approach to Racial Bias

Usable Learning

2001). Increased contact can ameliorate implicit bias through a wide variety of mechanisms, including altering the cognitive representations of the group or by directly improving evaluations of the group (Pettigrew, 1998; Pettigrew & Tropp, 2006). We all carry around implicit bias.


Kapp Notes

Without it there cannot be education, since it is the process of intellectually interacting with content that results in changes in the learner’s understanding, the learner’s perspective, or the cognitive structures of the learner’s mind [1].”. 2001) Three types of interaction. The Advantages of Interactivity. There are many advantages of having learners interact with the subject matter they are learning.

Setting Meaningful and Measurable Learning Objectives: The importance of goals


The most useful references for this purpose are the original Bloom’s Taxonomy of 1956 and the revised version of 2001; both of these can be leveraged to produce clear, measurable, and meaningful statements that define the learning objectives.

E-Learning Design Part 5: Learning through Creating (Blooms 21)


Conceived between 1949 and 1953 by a committee of educators, the original Bloom’s taxonomy identified a number of cognitive levels at which humans can function.

Bloom 77

Transform your PowerPoint into a PowerCast using Camtasia!

Visual Lounge

Communication through the use of video can bring lessons to life, initiate discussions, and impact learning on both an emotional and cognitive level. Making training more cognitively effective: Making videos interactive. 2001). Today’s guest blogger is Michael F.

Triggered Action Planning

Work Learning

Using Cognitive Triggers to Support On-the-Job Performance. . But, if a large part of human cognition is sub-conscious, shouldn''t we use that too? Current Issues in Cognitive Processes: The Tulane Floweree Symposium on Cognition (pp. 2001).

Deadly Fire Truck Accident Blamed on Poor Training. What We Can Learn From the Tragedy.

Work Learning

To be able to do this, they need to develop a cognitive link between situational cues and action. Current Issues in Cognitive Processes: The Tulane Floweree Symposium on Cognition (pp. Cahiers de Psychologie Cognitive, 6 , 157-174. Memory and Cognition, 8 , 157-173.

A new recipe for learner engagement (and how to bake it)

Learning Wire

Learner engagement can be seen as the “time and energy students devote to educationally purposeful activities” (Kuh, 2001) and studies show that driving learner engagement ticks quite a few boxes in terms of boosting individual performance. 2001).

The Learning and Forgetting Curve: How to Make eLearning Memorable


Taking a short nap after learning or reading something challenging actually improves memorization and recall (Bjork, 2001). By doing this you not only help to prevent cognitive overload, but you also enable your learners to absorb and retain information for a longer period of time.

10 Must-Read Articles About Asynchronous Learning


Although the article is from 2001, both the question and solutions are still valid today. Last month we published a list of top 10 articles about synchronous learning so it’s about time to take a look at the opposite approach – asynchronous learning.

Help yourself

Learning with e's

2001) From Andragogy to Heutagogy. This is number 15 in my series on learning theories. I''m working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education.

Help 62

Cutting the pie

Clive on Learning

It's as though their cognitive structures were parallel, not sequential." And, as Mark Prensky makes absolutely clear in his book Digital Game-Based Learning (McGraw-Hill, 2001): "Traditional training and schooling just doesn't engage them.

Recycling Kolb

Learning with e's

It owes more to Piaget's 'scientific' or cognitive constructivist camp. Way back in 1933 John Dewey remarked that reflective learning processes are highly complex and as Smith (2001) has argued, representing this complexity in such neat and precise units is simplistic and clearly problematic.

How Sleep Affects Performance?—?And What Companies Can Do

CLO Magazine

For example, a review of 182 major accident investigations by the National Transportation Safety Board between years 2001 to 2012 found that 20 percent of participants identified fatigue as a probable cause, a contributing factor or single finding.

A wee bit o’ experience…

Clark Quinn

I did a relatively straightforward thesis, not technical but focused on training meta-cognitive skills, a persistent (and, I argue, important) interest. I looked at all forms of learning; not just cognitive but behavioral, ID, constructivist, connectionist, social, even machine learning. I was also getting steeped in applying cognitive science to the design of systems, and of course hanging around the latest/coolest tech.

The natives are revolting

Learning with e's

I won't begin to deconstruct his ideas on the supposed 'cognitive changes' he suggests are taking place in the heads of younger users. A welter of similar terminologies have emerged alongside Prensky's 2001 distinction.

Five Years later: A Review of Kirschner, Sweller and Clark's Why Minimal Guidance during Instruction Does Not Work

Big Dog, Little Dog

For example, they seem to treat their theories as laws, yet… Cognitive Load Theory Coming Under Withering Attacks. The paper relies heavily on Cognitive Load Theory, yet we have to realize that it is still a theory rather than a law. Will Thalheimer lists several papers on his site that raises several concerns about Cognitive Load Theory. Embodied Cognition.

Multi-Generational Learning in the Workplace

Janet Clarey

“Situated cognition and the culture of learning.&# 2001). 2001). 2001). 5, October 2001. A review of cognitive teaching methods. Here are the slides from an online session I did yesterday on Multi-Generational Learning in the Workplace. This was the first time I presented on this topic and the first time I led a session using Saba’s Centra platform. Great questions, great crowd, no big tech issues.

Hours of Glower: The Increasing Obsolescence of the Metric of Training Hours

Training Industry

But would another 30 available minutes of musical real estate have made Led Zeppelin IV a “better” album if it was released in 2001 on CD instead of 1971? We also know from cognitive psychology research that there are tangible differences between massed versus distributive/spaced learning. Back in ancient times when music came on CD (remember that, kids?), the trend was to stuff as much music as possible onto a single, 74-minute disc.

Cammy Beans Learning Visions: Debunking the Learning Styles Myth

Learning Visions

Guy includes the text of a 2001 article by Sigmund Tobias of Fordham University. 5 Myths About Rapid E-Learning Learning Styles Cognitive Flexibility Theory & Multiple Representa. Cammy Beans Learning Visions Musings on eLearning, instructional design and other training stuff. Wednesday, May 16, 2007 Debunking the Learning Styles Myth As you may know, Ive been on a focused mission to better understand so-called learning styles and their place -- or not -- in e-Learning.

Will at Work Learning: Personality Instruments and Workplace Performance

Work Learning

Barrick, Mount, and Judge (2001) examined 15 different meta-analyses and concluded that personality and performance were linked. For example, Barrick, Mount, and Judge in 2001 looked at 15meta-analyses that investigated the relationship between the fivepersonality factors and job performance. 2001). Furthermore, personality predictors can account for variance in academic performance beyond that accounted for by measures of cognitive ability.

K-12 Classrooms: Research Review of Multigrade, Multiage, Combination Classrooms

Work Learning

From Kinsey (2001). 2001). ERIC Digest, January 2001. Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. I don't usually delve into K-12 classroom-based research to any great extent. However, as my daughter's elementary school is starting a "redesign" process and I heard arguments on both sides of the multigrade-classroom issue I thought perhaps I'd give a quick look at the research available.

Top 25 Posts and 4 Hot Topics in January - Best of eLearning Learning

eLearning Learning Posts

Cognitive Psychology Anyone? - trainingwreck , January 23, 2010 Since 2001, Microsoft has sold well over 100 million licenses of SharePoint generating more than $1 billion / year in revenue. Best of eLearning Learning. See First Top 25 eLearning Posts of 2010 - Best of eLearning Learning for the first Best of Post for the year. And subscribe to the best of to receive these in an ongoing basis. This post covers the Best of from January 15, 2010 to January 31, 2010.

Top Posts from August - Augmented Reality - Social Learning

eLearning Learning Posts

Nuts and Bolts: Brain Bandwidth - Cognitive Load Theory and Instructional Design by Jane Bozarth - Learning Solutions Magazine , August 2, 2010 Designers often overload learners with information, hurting learning and learner motivation, and thereby undercutting the very thing we say we want to accomplish. designer can avoid this by understanding cognitive load theory and memory; in particular, the concepts of working memory and long term memory.

People-Centered Learning: An Interview With Judee Humburg

Marcia Conner

In 2001 she granted me an interview for a now defunct magazine. This quickly shows people have a bias to do or see in the same old way even when they think, cognitively, they are open to try new things.