Kapp Notes

AUGUST 31, 2010

What people know about how (their own) cognitive processes operate is termed metacognition (cognition about cognitive processes). information as cited by Lawanto, 2010) It has also been defined as a process by which the brain organizes and monitors cognitive resources. 1979) Cognitive Processes. Cuasay, 1992).

Cognitive 160

Cognitive Case Study ISPI Journal 160

Tesseract Learning

AUGUST 31, 2020

In microlearning, the content can be presented in crisp and concise manner in bite-sized chunks, which results in faster learning. This helps reduce cognitive overload on learners and increases the speed of learning. -->. Personalized learning for heterogeneous group. Focused remediation. Specific, Targeted, and Small. Case Studies.

Case Study 98

Case Study Program Cognitive Create 98

Scissortail's Learning Nest

OCTOBER 3, 2022

As I reflected on Erin’s presentation about developing mentally healthy habits, I realized that too often in learning experience design, instead of promoting healthy habits, organizations encourage bad ones. Building short lessons or modules can encourage learners to take breaks more often, and it helps with cognitive load.

Cognitive 52

Cognitive Brain Simulations Virtual World 52

Knowledge Guru

MARCH 19, 2014

The researchers concluded: The present results… highlight the specific cognitive mechanism by which testing can facilitate learning. Applied Cognitive Psychology 19: 619–636, 2005. Applied Cognitive Psychology 14: 215–235, 2000. Journal of Experimental Psychology Applied 2: 365–378. [5] References cited. [1]

Research 223

Research Cognitive Knowledge Lecture 223

Mitch Moldofsky

DECEMBER 7, 2020

Enter the Creativity Research Journal, whose 2010 study by J.R. They tease out this conundrum (see a, b, above) using a linear regression analysis which shows that reflective rumination significantly predicts creativity only if high levels of indecision are also present. Creativity Re- search Journal, 22, 68–73.

Cognitive 64

Cognitive Journal PENS Predictions 64

CrossKnowledge

APRIL 25, 2023

He uses deep human learning and cognitive science to help leaders and organizations solve complex problems and thrive in disruption. As a keynote speaker, he has presented at the Davos World Economic Forum, on the TED stage, and at Wharton and Columbia graduate schools of business.

Problem 52

Problem Cognitive Journal Agile 52

Learning with e's

MAY 24, 2014

Craik and Lockhart claimed that the deeper the processing, the stronger will be the trace of that memory, and thus recall will take less cognitive effort. This framework for human memory research is considered by many cognitive psychologists to be a stronger explanation than those of the multi-store memory models. Reference Craik, F.

Cognitive 94

Cognitive Theory Learning Theory License 94

Kapp Notes

MAY 3, 2017

Try to build cognitive curiosity by making learners believe their knowledge structures are inconsistent or incomplete. In fact, research indicates that fantasy provides cognitive emotional and motivational advantages for learning (Malone, 1981). Using Poll Everywhere to Create an Interactive Story-based Presentation from Karl Kapp.

Resources 114

Resources Cognitive Games Learning Objects 114

CrossKnowledge

MAY 11, 2023

He uses deep human learning and cognitive science to help leaders and organizations solve complex problems and thrive in disruption. As a keynote speaker, he has presented at the Davos World Economic Forum, on the TED stage, and at Wharton and Columbia graduate schools of business.

Problem 52

Problem Skills Cognitive Journal 52

Axonify

SEPTEMBER 2, 2016

This flow state seemed to allow employees to concentrate more fully on the question presented to them in the Axonify platform after they had played the game for a few moments. Journal of Humanistic Psychology, 15(3), 41-63. Cognitive and neural mechanisms of emotional memory. Trends in cognitive sciences, 5(9), 394-400.

Games 100

Games Cognitive Journal Poll 100

Kapp Notes

JUNE 15, 2011

Lepper at Stanford University is a leading theorist in social psychology and has written numerous academic papers, one I came across the other day is titled “Motivational Considerations in the Study of Instruction&# that was published in the journal Cognition and Instruction (1988), 5(4) 289-309. Contextualization.

Study 186

Study Instructional Instruction Cognitive 186

Mindflash

APRIL 30, 2012

We usually think of doodling on your legal pad during a long presentation as a way to stay sane. Not only that, it turns out that keeping your hands busy during a presentation (like a speech, a conference call, or *hint, hint* a training seminar) actually helps people retain information. But it may be even more beneficial than that.

Cognitive 89

Cognitive Journal Creative Commons Training 89

The Logical Blog by IconLogic

MARCH 12, 2010

Adobe Captivate: Can I Stop The Presentation From Continuing After a Web Link? Journal of Educational Psychology, 94, 428-434. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology , 93, 187-198.   Moreno & Mayer, 2002.

Cognitive 100

Cognitive Adobe Captivate Journal Voiceover 100

KnowledgeOne

NOVEMBER 23, 2022

The latter can be defined as the sensation of being physically present in the virtual environment, perceiving it as real and forgetting the technology that gives it life and the underlying real world. The Wall Street Journal. .” In Le traité de la réalité virtuelle (Fuchs et al.), 2014; Hoffman et al., 2008; Hoffman et al.,

Management 98

Management Cognitive Virtual World Brain 98

Kapp Notes

JUNE 13, 2013

Here are the links and resources from my presentation at the Singapore Learning Symposium. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Also referenced was research about games and cognition supported by a grant from DSO National Laboratories , Singapore.

Resources 191

Resources Cognitive Authoring Tools Simulations 191

Tesseract Learning

AUGUST 31, 2020

In microlearning, the content can be presented in crisp and concise manner in bite-sized chunks, which results in faster learning. This helps reduce cognitive overload on learners and increases the speed of learning. -->. Personalized learning for heterogeneous group. Focused remediation. Specific, Targeted, and Small. Case Studies.

Case Study 52

Case Study Program Cognitive Create 52

Kapp Notes

MAY 18, 2012

6) [and]… The second “claim,” that games enhance cognitive learning, continues to be supported. The second “claim,” that games enhance cognitive learning, continues to be supported. Vogel (2006) found cognitive gains observed in subjects utilizing interactive simulations or games. 7 studies).

Teach 270

Teach Games Simulations Cognitive 270

KnowledgeOne

AUGUST 29, 2019

But what about the quality of your productivity, more precisely your cognitive performance? To this question, the preliminary conclusions of the largest ever conducted study on sleep indicate that sleeping 7 to 8 hours a day would be necessary to enjoy an optimal cognitive performance. Make explanations to give meaning.

Cognitive 74

Cognitive Learning Styles Brain Learning 74

Kapp Notes

MAY 18, 2012

6) [and]… The second “claim,” that games enhance cognitive learning, continues to be supported. The second “claim,” that games enhance cognitive learning, continues to be supported. Vogel (2006) found cognitive gains observed in subjects utilizing interactive simulations or games. 7 studies).

Teach 239

Teach Games Simulations Cognitive 239

STRIVR

OCTOBER 12, 2019

But knowing what to do is very different than knowing how to do it, especially with all of the real-world distractions, emotions and pressures that are typically present in the workplace. Dr. Casale has been published dozens of times in notable peer-reviewed journals such as Memory & Cognition and the Journal of Cognitive Neuroscience.

Cognitive 66

Cognitive Metrics Predictions Analytics 66

Usable Learning

MARCH 19, 2013

This isn’t that presentation (though I’ll probably do that one too, one of these days). This presentation is focused on specific strategies for making learning stories more interesting. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 20(4), Jul 1994, 953-967. v=rbhrz1-4hN4.

eLearning Strategy 83

eLearning Strategy Strategy Case Study Cognitive 83

Lemonade

MARCH 19, 2019

According to cognitive psychology, memory formation involves two essential parts: encoding and retrieval. By contrast, for interleaved practice, when the next type of problem is presented, the solution method for it must be retrieved from long-term memory.” [5]. Journal of Technology Education, vol. Why does this happen?

Knowledge 56

Knowledge Cognitive Brain microlearning 56

Kapp Notes

MARCH 19, 2015

Instructional support features can include elaborative feedback, pedagogical agents, and multi-modal information presentation. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Wouter, 2013, Ke 2009, Hays,2005). Ensure game objectives align with curriculum objectives.

Guidelines 100

Guidelines Games Classroom Effectiveness 100

Learning with e's

FEBRUARY 14, 2013

Research from the behavioural and cognitive sciences, neurosciences and pedagogical research fields is regularly yielding new findings. In an article entitled 'Learning from Learners', Rachel Wu (Department of Brain and Cognitive Sciences at the University of Rochester, New York) discusses some recent findings on how infants learn.

Cognitive 80

Cognitive Theory License Creative Commons 80

Limestone Learning

DECEMBER 30, 2020

PT: Controlling Your Nerves When Presenting: No Vomiting Allowed! What do you do when you have to lead a virtual presentation, but your heart’s beating out of your chest and all you can feel’s the overwhelming urge to vomit? It’s not enough for your marketing team to simply hand over a presentation deck or solution brief.

Brandon Hall 139

Brandon Hall Free Diversity Training Compliance Training 139

Big Dog, Little Dog

JANUARY 11, 2009

Reducing Extraneous Cognitive Load by Accounting for Individual Differences - Rob Barton. Luckily, a wide range of techniques employed in information architecture, journalism, usability engineering and interface design are available. To fully move to Management 3.0 From Stgephen Covey's The Economics of Trust in CLO. They Broke It.

Cognitive 32

Cognitive Audio Management Journal 32

Hurix Digital

NOVEMBER 20, 2023

Interactive Content: Create engaging, interactive elements like videos and presentations that can be embedded into courses. Plagiarism Checks: Each piece of student-submitted work undergoes a meticulous scan against an extensive database that includes academic journals, countless essays, and other online content.

Moodle 59

Moodle Compliance Training Diversity Training Corporate eLearning 59

Moodle Journal

JULY 3, 2015

Thinking about this usually gets me musing over training needs and opportunities to introduce and present case studies of new technologies and practice.

Case Study 100

Case Study Cognitive Sun Theory 100

Moodle Journal

AUGUST 8, 2016

Inc that presents the case for Inquiry-based instruction as a means of improving the learning experience in K-12 education. Fig 1 To begin I came across a very readable little report “ The Power of Curiosity ” written by the Center for Digital Education custom media division, with information and input from Canon U.S.A.,

Cognitive 100

Cognitive VLE Virtual World Moodle 100

Lemonade

JUNE 25, 2019

According to cognitive psychology, memory formation involves two essential parts: encoding and retrieval. By contrast, for interleaved practice, when the next type of problem is presented, the solution method for it must be retrieved from long-term memory.” [5]. Journal of Technology Education, vol. Why does this happen?

Knowledge 40

Knowledge Cognitive Brain microlearning 40

Lemonade

JUNE 25, 2019

According to cognitive psychology, memory formation involves two essential parts: encoding and retrieval. By contrast, for interleaved practice, when the next type of problem is presented, the solution method for it must be retrieved from long-term memory.” [5]. Journal of Technology Education, vol. Why does this happen?

Knowledge 40

Knowledge Cognitive Brain microlearning 40

Learningtogo

SEPTEMBER 23, 2016

The importance of reflection is something I talk about a lot in my workshops and conference presentations, because neuroscience and cognitive psychology have both demonstrated the key role that reflection takes in learning. In fact, as John Dewey said, “We learn from reflecting on experience.”

Conference 124

Conference Brain Cognitive Information Overload 124

Learningtogo

OCTOBER 30, 2017

The importance of reflection is something I talk about a lot in my workshops and conference presentations, because neuroscience and cognitive psychology have both demonstrated the key role that reflection takes in learning. In fact, as John Dewey said, “We learn from reflecting on experience.”

Conference 100

Conference Brain Cognitive Information Overload 100

Mike Taylor

MAY 22, 2020

A new study in the Journal of Applied Research in Memory and Cognition suggests that answering prequestions may be a simple and effective way to boost your learning from videos and perhaps short lectures too. The Presentation Podcast takes a dive into the co-authoring and collaborative features of PowerPoint that is worth a listen.

Virtual Classroom 52

Virtual Classroom Technology Design Podcasts 52

Learning with e's

NOVEMBER 3, 2014

A journal article by Kirk and Pitches (2013) is a useful starting point, because they identify three specific categories of technology that have a place in contemporary learning. In a cognitive sense, this is ''making sense of learning'', affording students with deeper insight or explanation of what they have already learnt.

Digital 82

Digital Social Networks Cognitive YouTube 82

Learning Visions

MAY 7, 2014

Every time I feel sad, I will write in my journal” is not a hot trigger. Tracking time is a second cognitive process. 3 Conditioned Reinforcement = the reward: You have to present the reward IMMEDIATELY after the routine. The hot trigger has to occur in the context for the user. Thoughts or emotions don’t make for hot triggers.

Behavior 175

Behavior Change Design Cognitive 175

Learning with e's

JUNE 15, 2012

I spent much of my time gazing out at the countryside going by from the windows of trains, but during the times my feet were on firm ground I did also manage to have some decent and productive conversations with old friends and new, and fielded questions from delegates during my presentations at all four events.

Creative Commons 73

Creative Commons Cognitive Library Journal 73