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Anne Porter University of Wollongong Australia alp@uow.au

Ali Algarni ahsa736@uow.edu.au. Wollongong University. Anne Porter University of Wollongong Australia alp@uow.edu.au. What is a Worked Example?. A step – step demonstration of how to perform a task or solve problem ( Clarke, Nguyen & Sweller, 2006).

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Anne Porter University of Wollongong Australia alp@uow.au

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  1. Ali Algarni ahsa736@uow.edu.au Wollongong University • Anne Porter • University of Wollongong • Australia • alp@uow.edu.au

  2. What is a Worked Example? A step – step demonstration of how to perform a task or solve problem (Clarke, Nguyen & Sweller, 2006) Reduce load in working memory Efficient for learning new task

  3. Learning by Worked Example? Present A Problem Work Out The Solutions Explain why various steps are taken the rationale for the steps Attain the principles & steps in solving new problems Clarke, Nguyen & Sweller, 2006

  4. Evidence Base- Advantages Theoretical – Worked examples • Aid Transfer (Meier, 2008) • Reduce Effort (Paas et al 1994) • Lessen Time (Lim & Moore,2002; Sweller et al 1985) • Reduce Cognitive Load (William, 1992;Geriet et al 2008) • Fewer errors (Lim & Moore,2002)

  5. Amazing Result! Based on text Wollongong 3-year math course was completed in 2 years by emphasizing worked examples Zhu and Simon (1987)

  6. Using a Tablet to Createworked examples • Some Strategies: • Instructor • Instructor Voice Over • Expert-novice • Peer-to-Peer (alternative perspectives) • Multiple Method • Think out loud • Review Before

  7. Be careful --- Related theory: Cognitive load theory -Intrinsic cognitive load (ICL) is the mental work imposed by the complexity of the content” (Clark, Nguyen, & Sweller, 2006, p. 9). -extraneous cognitive load (ECL) resulting from poorly designed instructional material (Sweller et al. 1998)

  8. Try to • Minimize cognitive load when you create worked examples by using Tablet How ???

  9. Avoid • Redundancy Effect:

  10. And • Split Attention:

  11. My Supervisor Dr. Anne porter ALTC project Thank you

  12. We still have lots to do…THANKYOUQuestions? • Ali Algarni • Contact ahsa736@uow.edu.au • http://www.math.uow.edu.au/subjects/summer/index.html

  13. Key References Agostinho, S. (2006). The use of a visual learning design representation to document and communicate teaching ideas. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology? (pp. 3-7). Sydney: Sydney University Press. Agostinho, S., Harper, B. M., Oliver, R., Wills, S. & Hedberg, J. (2008). A Visual Learning Design Representation to facilitate dissemination and re-use of innovative pedagogical strategies in University Teaching. In L. Botturi & S. Stubbs (Eds.), Handbook of Visual Languages for Instructional Design: Theories and Practices (pp. 380-393). Hershey, PA: Information Science Reference. Aminifar, E. (2007). Technology and the improvement if mathematics education at the tertiary level. http://ro.uow.edu.au/theses/258 Clark, R. C., Nguyen, F. & Sweller, J. 2006, Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: Wiley.

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