{"data":{"ID":18,"Class":"Conversation","Created":1317178525,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Controlling Cognitive Load in a Dual-Tasking Society","Handle":"Controlling_Cognitive_Load_in_a_Dual-Tasking_Society","ShortDescription":"SESSION RESOURCES\r\nhttp:\/\/educon24-cognitiveload-dualtasking.wikispaces.com\/\r\n\r\nThis site contains links to collaborative notes from the session as well as links to videos used for research and a link to a pdf of the conversation. You will also find a link to the article that forms the basis for this session. However, you will want to look for this through your school or university library.\r\n\r\nExplore the basics of cognitive processing and how multi-tasking impacts your ability to recall what you learn. Participants will receive an overview of cognitive process related to learning and memory, test their ability to multitask and discuss implications for teaching\/learning and ways to mitigate cognitive over-load in a dual-tasking society.","Description":"This session is based on original published research related to note-taking as a dual-task and complexity of environment.\r\n\r\nINTRODUCTION Participants will consider multi-tasking as fact or fiction and learn about a significant study in the field of multi-tasking while driving \r\n\r\nLEARNING ENVIRONMENTS \r\nParticipants will explore the characteristics of todays complex learning environments and methods of teaching and learning. They will be challenged to consider implications of this complexity on the effectiveness of learning related to the concept of cognitive load. \r\n\r\nBACKGROUND INFORMATION COGNITIVE PROCESSING AND MEMORY \r\nParticipants will be introduced to the underlying theories of learning as a process of moving from short-term memory to long-term memory and recall, Working Memory, Dual-Tasking, Cognitive Load Theory, Dual Channel Encoding, and Cognitive Dissonance. \r\n\r\nPARTICIPANT PARTICIPATION- ASSESSING MULTI-TASKING ABILITIES \r\nParticipants will have an opportunity to test their multi-tasking ability with a simple word recall task performed under different environmental and cognitive-load conditions. This helps to make the learning personal and connect to common activities that students perform in todays learning environments. This personal experience for participants is then connected to different forms of learning environments and tasks that students perform from note-taking to chatting online. \r\n\r\nIMPLICATIONS AND MITIGATION\r\nWith participants armed with basic theoretical constructs and a fresh personal perspective on their own abilities to learn and recall information under different environmental and cognitive conditions, we will discuss what this means for learning in todays classrooms. The direction of this conversation will depend greatly on their personal perspectives and experiences.","Link":[],"Audience":["All School Levels"],"Practice":"INTRODUCTION [5 min]\r\nThe session will start with a short introduction and activity where each individual will have a chance to experience performing a task under different cognitive demands. This should take about 5 minutes to complete. \r\n\r\nLEARNING ENVIRONMENT [10 min]\r\nThis transitions into a short group conversation about what constitutes a learning environment. During this time, note-takers at each table can take notes to a common working document to capture the conversation of the entire group.\r\n\r\nPRESENTATION OF BACKGROUND INFORMATION ON COGNITIVE PROCESSING [10-15 min]\r\nThis will open the conversation to a presentation of some basic concepts related to memory\/recall, cognitive-load, dual-tasking and dual channel encoding. The presentation of information here should be approximately 10-15 minutes and lays the groundwork for further informed discussions.\r\n\r\nPARTICIPANT PARTICIPATION- ASSESSING MULTI-TASKING ABILITIES [30 min]\r\nThis is a highly personal and interactive part of the session were participants will actually perform some of the tests we used in our study and explore the impact that different cognitive loads and environments have on their ability to perform a simple recall task. All of the test videos that are used in this session are also posted on YouTube so that they can duplicate the experience with their students, teachers and parent communities at their respective schools.\r\n\r\nIMPLICATIONS AND MITIGATION [30 min]\r\nThis is a group conversation in small focus groups where individuals will document the conversation on the common conference document. There will be various prompts for the groups to address in their groups. Near the end of this time, the groups will share key elements with the larger group.\r\n\r\nAll presentation materials, session notes and test videos will be available after the session.","Presenter":["Chris Bigenho"],"PresenterAffiliation":["Greenhill School"],"PresenterEmail":["bigenhoc@greenhill.org"],"ScheduleSlotID":8,"ScheduleLocationID":11,"SubmitterID":62,"AdditionalComments":"Original research that forms the basis of the presentation:\r\nLin, L. & Bigenho, C. (2011). Note-taking and memory in different media environments, Computers in the Schools, 28(3), 200-216.","LiveChannel":null,"Hashtag":null,"VokleID":46288,"RecordingURL":null,"ConferenceID":1}}