Instructional Design in Digital Environments and Availability of Mental Resources

2013 ◽  
pp. 81-104
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Instructional Design ◽  
Cognitive Architecture ◽  
The Elderly ◽  
Policy Makers ◽  
Digital Era ◽  
Human Cognitive Architecture ◽  
Critical Issues ◽  
Digital Environments ◽  
Welfare Workers ◽  
Mental Resources

In this digital era, the gap between the elderly and younger generations in their use of computer-based technology is wide, and many researchers in behavioural and social sciences, along with educators, welfare workers, and policy makers, are concerned about this disturbing phenomenon. However, it is not clear whether this discrepancy is due to a lack of previous access to information technology or declining mental ability in the course of aging. The purpose of this chapter is to consider the aged subpopulation’s needs and their ability to use digital technology from the perspectives of human cognitive architecture and the principles of instructional design guided by cognitive load theory. The authors focus on the following critical issues: a) the evolution and formation of human cognitive architecture, b) cognitive functioning as influenced by aging, c) compatibility between elderly people’s available mental resources and the cognitive requirements of digital equipment, and d) guidelines for human-computer multimedia interactions derived from the accumulated experimental evidence on effective instructional design and delivery.

Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation

2013 ◽  
pp. 1131-1154
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Instructional Design ◽  
Cognitive Architecture ◽  
The Elderly ◽  
Policy Makers ◽  
Digital Era ◽  
Human Cognitive Architecture ◽  
Critical Issues ◽  
Digital Environments ◽  
Welfare Workers ◽  
Mental Resources

In this digital era, the gap between the elderly and younger generations in their use of computer-based technology is wide, and many researchers in behavioural and social sciences, along with educators, welfare workers, and policy makers, are concerned about this disturbing phenomenon. However, it is not clear whether this discrepancy is due to a lack of previous access to information technology or declining mental ability in the course of aging. The purpose of this chapter is to consider the aged subpopulation’s needs and their ability to use digital technology from the perspectives of human cognitive architecture and the principles of instructional design guided by cognitive load theory. The authors focus on the following critical issues: a) the evolution and formation of human cognitive architecture, b) cognitive functioning as influenced by aging, c) compatibility between elderly people’s available mental resources and the cognitive requirements of digital equipment, and d) guidelines for human-computer multimedia interactions derived from the accumulated experimental evidence on effective instructional design and delivery.

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

Strategy Development

2011 ◽  
pp. 40-57 ◽  
Author(s):  
Suleman Aziz Lodhi
Keyword(s):  
Policy Development ◽  
Development Process ◽  
Research Capacity ◽  
Strategy Development ◽  
Environmental Complexity ◽  
Policy Makers ◽  
Digital Era ◽  
Policy Development Process ◽  
Critical Issues ◽  
Ict Policy

Trade globalization and advancement in ICT may be considered as the two major forces that will be directing economic growth of a country in the coming years. Policy makers have realized the importance of ICT in achieving national goals in the digital era. The developing and underdeveloped countries generally lack research capacity and standard policy development processes that are critical for developing a successful ICT policy. Cause of policy failure in these countries can most of the time, be traced to flaws in policy development process rather than environmental complexity. The chapter provides an insight on policy development process from strategic management perspective to highlight critical issues, which are sometimes overlooked by policy makers. The purpose is to assist the policy makers in developing successful ICT Policy for their countries.

Cognitive Architecture and Instructional Design in a Multimedia Context

2009 ◽  
pp. 1-16 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

Learners’ Cognitive Load When Using Educational Technology

2011 ◽  
pp. 1787-1806
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

scholarly journals Nudging and Boosting: Steering or Empowering Good Decisions

2017 ◽  
Vol 12 (6) ◽  
pp. 973-986 ◽  
Author(s):  
Ralph Hertwig ◽  
Till Grüne-Yanoff
Keyword(s):  
Behavioral Economics ◽  
Behavioral Science ◽  
Cognitive Architecture ◽  
Freedom Of Choice ◽  
Policy Makers ◽  
Coercive Measures ◽  
Potential Value ◽  
Policy Interventions ◽  
Causal Pathways ◽  
Human Cognitive Architecture

In recent years, policy makers worldwide have begun to acknowledge the potential value of insights from psychology and behavioral economics into how people make decisions. These insights can inform the design of nonregulatory and nonmonetary policy interventions—as well as more traditional fiscal and coercive measures. To date, much of the discussion of behaviorally informed approaches has emphasized “nudges,” that is, interventions designed to steer people in a particular direction while preserving their freedom of choice. Yet behavioral science also provides support for a distinct kind of nonfiscal and noncoercive intervention, namely, “boosts.” The objective of boosts is to foster people’s competence to make their own choices—that is, to exercise their own agency. Building on this distinction, we further elaborate on how boosts are conceptually distinct from nudges: The two kinds of interventions differ with respect to (a) their immediate intervention targets, (b) their roots in different research programs, (c) the causal pathways through which they affect behavior, (d) their assumptions about human cognitive architecture, (e) the reversibility of their effects, (f) their programmatic ambitions, and (g) their normative implications. We discuss each of these dimensions, provide an initial taxonomy of boosts, and address some possible misconceptions.

Cognitive Architecture and Instructional Design in a Multimedia Context

2011 ◽  
pp. 496-510 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

Socio economic and psychological dimensions of migration-induced exclusion of the elderly in Kerala, India: an empirical analysis

2016 ◽  
Vol 12 (1) ◽  
pp. 51-65
Author(s):  
Damodaran Rajasenan ◽  
M. S. Jayakumar ◽  
Bijith George Abraham
Keyword(s):  
The Elderly ◽  
Policy Framework ◽  
Policy Makers ◽  
Content Type ◽  
Left Behind ◽  
Emerging Culture ◽  
Principal Factors ◽  
Working Groups ◽  
The Government ◽  
Role Of The Government

Purpose – The purpose of this paper is to link the multifarious problems of the elderly in a socio-economic and psychological framework. Design/methodology/approach – The universe of the sample is elderly left behind in emigrant households in Kerala. In total, 600 samples were mustered using multistage stratified random sampling method. The paper, with the aid of factor analysis, χ2 and correspondence analysis, blemish the principal factors responsible for the migration-induced exclusion of the elderly. Findings – The empirical result derived from the study shows that migration-induced exclusion is all pervasive in Kerala. The elderly left behind yearn for the presence of their children rather than the emigration and concomitant remittances. Research limitations/implications – The findings of the study are helpful to the policy makers to understand the issues faced by the elderly and include all stakeholders concerned to find a solution to tackle these problems faced by the elderly due to emigration of their children. Practical implications – The study is practically relevant in developing appropriate policy framework in Kerala as it illumines the role of the government to overcome the exclusionary trend and other manifold problems of the elderly. Social implications – The study sheds light to a new social problem developing in the state in the form of elderly exclusion owing to emigration of the young working groups in regional dimensions, demographic levels, community angles and the emerging culture of old age home in the Kerala economy and society. Originality/value – The study is a unique one and tries to situate the principal factors responsible for the emigration-induced exclusion of the elderly in Kerala with empirical evidence.

scholarly journals Multifunctionality of agriculture, public policies and scientific evidences: Some critical issues of contemporary controversies

2010 ◽  
Vol 4 (1-2) ◽  
pp. 53-58 ◽  
Author(s):  
Catherine Laurent ◽  
Marielle Berriet-Solliec ◽  
Marc Kirsch ◽  
Pierre Labarthe ◽  
AurélieT AurélieTrouvé
Keyword(s):  
Decision Making ◽  
Theoretical Models ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Policy Makers ◽  
Science And Policy ◽  
Public Policy Analysis ◽  
Critical Issues ◽  
The Status ◽  
New Situation

Various theoretical models of public policy analysis are used to treat situations of decision-making in which public deciders have to take into account the multifunctionality of agriculture. For some, science-society relations are not really problematical. Others acknowledge the current attempts of these policy-makers to find adequate scientific knowledge, and the difficulties they encounter. These difficulties stem partly from the very content of knowledge produced by research. Could other modes of production be more efficient? The status of the knowledge produced by these approaches is a subject of debate. Bridging the divide between science and policy more effectively is not only a question of knowledge brokerage.Accessibility and reliability of the existing evidences are also problems to be addressed. The debates around evidence-based practices may provide some landmarks in this new situation although they also emphasize the limits of the tools that can be built for this purpose.  

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