The Influence of Cognitive Load on Infotec Students Participating in Online Learning

The theory of cognitive load has been developed to help educators, instructional designers, and developers of e-learning curriculum and materials, anticipate learning outcomes by fully understanding the cognitive capabilities and limitations of the learner. The theory is broad enough to be used in many educational environments because the focus is on making learning as effective and efficient as possible in regards to the human brain’s ability to process information. By reducing the complexity of the information to be learned and the manipulatives used to produce understanding, the curriculum developer can focus their energies on producing lessons that are streamlined and geared to the way the human mind works best. Infotec, a computer training facility in Virginia Beach, Virginia has historically offered classes in a traditional face-to-face format. More recently, they have converted many of their classes into web only curriculum. After conducting these web-based courses they found that student’s success rates and certification test scores had dropped. The purpose of this study was to determine whether this format change had increased the cognitive load on the learner and to develop techniques which can be used to reduce cognitive load. The study divided students into three classroom environments; (Group I) traditional face-to-face, (Group II) web-based with e-book, and (Group III) web-based with e-book and dual computer monitors. The identical curriculum was delivered to all three groups. Traditional methods of reducing cognitive load such as using “worked examples” and reducing the redundancy of materials seemed to have a similar ameliorative effect on all groups. Methods for reducing split attention cognitive load were conducted using Group III. Cognitive load seems to have increased slightly for male participants in Group II, using a single monitor and e-book with online instruction. The data demonstrates that there was a tangible increase in cognitive load in female participants in Group II. Reducing the split-attention effect using multiple computer monitors produced a minor positive effect on males within Group III, but seemed to have a significant positive effect on female participants of the same group. As part of the study, instructors also recorded communication frequency to determine if students in e-learning environments have similar communication regularity as traditional face-to-face instruction. Results showed a slight reduction in communication for individuals participating in online learning environments. In conclusion, results showed that the format change to a web-based learning environment at the Infotec Information Technology (IT) training school increased the cognitive load on the students. According to the results of the survey used in the study, as well as the certification exam scores, the increase in cognitive load seems to be more profound in female participants than their male counterparts. Furthermore, results showed that using a dual computer monitor in the e-learning environment helps to reduce cognitive load, and the use of dual monitors seems to have had a greater ameliorative effect on female participants

Wireless Handheld Computers in the Preclinical Undergraduate Curriculum

This report presents the results of a pilot project using wireless PDAs as teaching tools in an undergraduate medical curriculum. This technology was used to foster a transition from a passive to an interactive learning environment in the classroom and provided a solution for the implementation of computer-based exams for a large class. Wayne State Medical School recently provided model e570 Toshiba PocketPCs® (personal digital assistants or PDAs), network interface cards, and application software developed by CampusMobility® to 20 sophomore medical students. The pilot group of preclinical students used the PDAs to access web-based course content, for communication, scheduling, to participate in interactive teaching sessions, and to complete course evaluations. Another part of this pilot has been to utilize the PDAs for computer-based exams in a wireless environment. Server authentication that restricted access during the exams and a proctoring console to monitor and record the PDA screens will be described in this report. Results of a student satisfaction survey will be present

Harnessing Collaborative Technologies: Helping Funders Work Together Better

This report was produced through a joint research project of the Monitor Institute and the Foundation Center. The research included an extensive literature review on collaboration in philanthropy, detailed analysis of trends from a recent Foundation Center survey of the largest U.S. foundations, interviews with 37 leading philanthropy professionals and technology experts, and a review of over 170 online tools.The report is a story about how new tools are changing the way funders collaborate. It includes three primary sections: an introduction to emerging technologies and the changing context for philanthropic collaboration; an overview of collaborative needs and tools; and recommendations for improving the collaborative technology landscapeA "Key Findings" executive summary serves as a companion piece to this full report

Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-40956-6_13Learner autonomy is considered to be both an important skill and attitude of learners, which involves responsibility for and control of the learning process. A key notion in autonomy is interdependence, developed through collaboration and which results in heightened awareness. Precisely, this concept lies at the core of technology applications, which facilitate interaction and collaboration at a distance. With a growing number of online ESP situations, more attention needs to be paid to virtual classrooms and the development of learner autonomy through collaboration. In the context of a distance EAP course, this chapter examines how students carry out a collaborative language awareness task, considering that peer interaction can be an appropriate setting to develop language awareness, whether in face-to-face or online situations. Based on the framework of 'community of inquiry' (Garrison et al. 2000), this study looks at how group members interact through forum posts and wiki edits, showing how students initiate, manage and carry out the task, together with the social, cognitive, and meta-cognitive processes that are generated. Given the nature of the task, creating a language learning activity, special attention is paid to students’ focus on and discussion of topics related to language and learning. From these observations we can derive implications for online language teaching and materials design.Peer ReviewedPreprin

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

Synergy: An Energy Monitoring and Visualization System

The key to becoming a more sustainable society is first learning to take responsibility for the role we play in energy consumption. Real-time energy usage gives energy consumers a sense of responsibility over what they can do to accomplish a much larger goal for the planet, and practically speaking, what they can do to lower the cost to their wallets. Synergy is an energy monitoring and visualization system that enables users to gather information about the energy consumption in a building – small or large – and display that data for the user in real-time. The gathered energy usage data is processed on the edge before being stored in the cloud. The two main benefits of edge processing are issuing electricity hazard warnings immediately and preserving user privacy. In addition to being a scalable solution that intended for use in individual households, commercial offices and city power grids, Synergy is open-source so that it can be implemented more widely. This paper contains a system overview as well as initial finding based on the data collected by Synergy before assessing the impact the system can have on society

Socially-distributed cognition and cognitive architectures: towards an ACT-R-based cognitive social simulation capability

ACT-R is one of the most widely used cognitive architectures, and it has been used to model hundreds of phenomena described in the cognitive psychology literature. In spite of this, there are relatively few studies that have attempted to apply ACT-R to situations involving social interaction. This is an important omission since the social aspects of cognition have been a growing area of interest in the cognitive science community, and an understanding of the dynamics of collective cognition is of particular importance in many organizational settings. In order to support the computational modeling and simulation of socially-distributed cognitive processes, a simulation capability based on the ACT-R architecture is described. This capability features a number of extensions to the core ACT-R architecture that are intended to support social interaction and collaborative problem solving. The core features of a number of supporting applications and services are also described. These applications/services support the execution, monitoring and analysis of simulation experiments. Finally, a system designed to record human behavioral data in a collective problem-solving task is described. This system is being used to undertake a range of experiments with teams of human subjects, and it will ultimately support the development of high fidelity ACT-R cognitive models. Such models can be used in conjunction with the ACT-R simulation capability to test hypotheses concerning the interaction between cognitive, social and technological factors in tasks involving socially-distributed information processing

Real‐time interactive social environments: A review of BT's generic learning platform

Online learning in particular and lifelong learning in general require a learning platform that makes sense both pedagogically and commercially. This paper sets out to describe what we mean by generic, learning and platform. The technical requirements are described, and various trials that test the technical, educational and commercial nature of the platform are described Finally, the future developments planned for the Real‐time Interactive Social Environments (RISE) are discusse