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Implications of levels of learner expertise for instructional methods slava kalyuga
Implications of levels of learner expertise for instructional methodsSlava Kalyuga

ICLEPS 29 August 2005


Content instructional methodsBrief overview of our cognitive architectureOrganized knowledge base and cognitive loadWhat instructional methods are best for whom? (Expertise reversal effect)Instructional implications and research problems

ICLEPS 29 August 2005


Review of our cognitive architecture
Review of our cognitive architecture instructional methods

Cognitive studies of expertise:

Knowledge base in LTM is central to cognitive processing

ICLEPS 29 August 2005


Review of our cognitive architecture1
Review of our cognitive architecture instructional methods

Knowledge base in LTM affects the way we process information in WM and solve problems:

Novices: weak problem-solving methods

Experts: retrieval and application of previously acquired LTM knowledge structures

ICLEPS 29 August 2005


Organized knowledge base and cognitive load
Organized knowledge base and cognitive load instructional methods

WM is very limited when dealing with novel information(novices)

WM has no known limits when dealing with information that has been organized and stored in LTM(experts)

ICLEPS 29 August 2005


Organized knowledge base and cognitive load1
Organized knowledge base and cognitive load instructional methods

Long-Term Working Memory (LTWM)

Executive function of LTM knowledge structures

ICLEPS 29 August 2005


What instruction is best for whom expertise reversal effect
What instruction is best for whom? instructional methods(Expertise reversal effect)

Instructional designs or procedures that are effective for novices may be ineffective for more expert learners

Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31

Kalyuga, S. (2005). Prior knowledge principle. Chapter in Cambridge Handbook of Multimedia Learning. Cambridge University Press.

ICLEPS 29 August 2005


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


What instruction is best for whom? instructional methods(Expertise reversal effect)

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 1-11

ICLEPS 29 August 2005


What instruction is best for whom? instructional methods(Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? instructional methods(Expertise reversal effect)

Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.

Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001).When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.

ICLEPS 29 August 2005


5 instructional methods

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button closes the circuit and allows

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circuit for it.

ICLEPS 29 August 2005


What instruction is best for whom? instructional methods(Expertise reversal effect)

ICLEPS 29 August 2005


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


ICLEPS 29 August 2005 instructional methods


What instruction is best for whom? instructional methods(Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? instructional methods(Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? instructional methods(Expertise reversal effect)

ICLEPS 29 August 2005


Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.

ICLEPS 29 August 2005


What instruction is best for whom? experience and efficiency of instructional guidance. (Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? experience and efficiency of instructional guidance. (Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? experience and efficiency of instructional guidance. (Expertise reversal effect)

ICLEPS 29 August 2005


What instruction is best for whom? experience and efficiency of instructional guidance. (Expertise reversal effect)

Instructional techniques and procedures need to change dynamically with alterations in expertise.

Previous ideas (Aptitude-Treatment Interactions) and recent developments.

EARLI 2005: P. Ayres; R. Atkinson; R. Bruenken;

A. Renkl; N. Schwartz.

Mk

ICLEPS 29 August 2005


What instruction is best for whom? experience and efficiency of instructional guidance. (Expertise reversal effect)

Adaptive learning environments (tutors in algebra and kinematics) were compared to equivalent tutors without real-time adaptation of instruction to the level of learner knowledge

Kalyuga, S., & Sweller, J. (2004, 2005), Kalyuga (submitted)

ICLEPS 29 August 2005


Instructional implications and research problems experience and efficiency of instructional guidance.

  • more efficient instructional design

  • decisions (micro- a macro- levels)

  • adaptive e-learning with optimized

  • cognitive load (learning without ‘headache’):

  • efficiency-based approach

  • overcoming the narrow view of expertise

  • and organized knowledge structures

  • role of constructive (germane) cognitive

  • load and motivation in expertise acquisition

ICLEPS 29 August 2005


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