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Sam Archer a high-ranking government official only had one desire in life to be a hero even an unsung one would do. He was a well-respected man in his right, a church going family man, and loyal friend. A man of moral ethics with a plan to elevate a burden on society, but he stepped over the line and chose the wrong path. Sam ignored a commandment "Thou shall not kill." Not one murder but in the thousands and all the time he and his cohorts believed they were doing what was needed. Eliminating the overlooked helpless souls the government took care of financially. Ones who had no dependants to count on. It was working until greed set in by a rotten apple in the barrel, he expanded the program beyond its' intentions. The author hopes you will find the anger, tears, romance and even a little humor locked in this story but also the possibility it could happen.
Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.
The papers of this special issue demonstrate that cognitive load
theory provides the framework for investigations into cognitive
processes and instructional design. The genesis of "Cognitive Load
Theory" emerged from an international symposium organized at the
bi-annual conference of the European Association for Research on
Learning and Instruction in 2001 in Fribourg, Switzerland. Most of
the papers are based on contributions to that symposium and discuss
the most recent work carried out within the cognitive load
framework. As a whole, this issue is demonstrating that cognitive
load theory is continuing its role of using cognitive psychology
principles to generate novel instructional design procedures.
The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.
Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.
Sam Archer a high-ranking government official only had one desire in life to be a hero even an unsung one would do. He was a well-respected man in his right, a church going family man, and loyal friend. A man of moral ethics with a plan to elevate a burden on society, but he stepped over the line and chose the wrong path. Sam ignored a commandment "Thou shall not kill." Not one murder but in the thousands and all the time he and his cohorts believed they were doing what was needed. Eliminating the overlooked helpless souls the government took care of financially. Ones who had no dependants to count on. It was working until greed set in by a rotten apple in the barrel, he expanded the program beyond its' intentions. The author hopes you will find the anger, tears, romance and even a little humor locked in this story but also the possibility it could happen.
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