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effective use of slideware to help students create mental models
Dr Kristie R Dukewich Lecturer in Psychology University of Toronto
Opportunities amp New DirectionsUniversity of Waterloo April 30th 2015
1
By the end of this workshop you should be able to
bullexplain the relationship between working memory long-term memory amp slides that are effective for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
2
3
visual
auditory
tactile
STM LTM
control processes
interaction with the world
Attkinson amp Shiffrin (1968)
4
can you reproduce the symbol I showed a minute ago
5
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
By the end of this workshop you should be able to
bullexplain the relationship between working memory long-term memory amp slides that are effective for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
2
3
visual
auditory
tactile
STM LTM
control processes
interaction with the world
Attkinson amp Shiffrin (1968)
4
can you reproduce the symbol I showed a minute ago
5
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
3
visual
auditory
tactile
STM LTM
control processes
interaction with the world
Attkinson amp Shiffrin (1968)
4
can you reproduce the symbol I showed a minute ago
5
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
visual
auditory
tactile
STM LTM
control processes
interaction with the world
Attkinson amp Shiffrin (1968)
4
can you reproduce the symbol I showed a minute ago
5
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
can you reproduce the symbol I showed a minute ago
5
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Schemas are mental models of the world
6
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
7
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
cognitive theory of multimedia learning
cognitive load theory
cognitive architecture
8
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
working memory
articulatory control
processes
visual scribe
Central Executive
Visuo-spatial sketchpad
Phonological Loop
Baddeley amp Hitch (1974)
9
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
cognitive load theory
germane
intrinsic
extraneous
Reducing extraneous cognitive load provide more capacity for germane cognitive load
Sweller Merrienboer amp Paas (1998) Paas van Gog amp Sweller (2010)
10
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
cognitive theory of multimedia learning
CTML is an applied approach aimed at reducing extraneous load
Mayer (2001)
11
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
multimedia principle
People learn more effectively with a combination of words amp pictures than from either one alone
Mayer amp Moreno (2003)
12
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Images can be processed using both the verbal and visual channel
images visual
verbal auditory dog
modality principle Mayer amp Moreno (2003)
13
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
The redundancy principle refers to the fact that when text on screen is the same as the information being conveyed verbally information is encoded less effectively People are busy reading the text instead of listening to the information that a person is trying to convey overwhelming both the visual and verbal channels but people canrsquot stop themselves from reading Stop reading this Seriously stop reading this and pay attention to what I am saying Fine if yoursquove gotten this far please pat your head
Mayer amp Moreno (2003)
14
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
performance comprehension
80
75
redundant
70
65
complementary 60 redundant complementary
perc
ent
corr
ect
Fenesi amp Kim (2014)
15
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
how do you use bullet points
People remember grammatical sentences better than lists of words
Dukewich amp Nicolas (in progress)
16
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
copying a classmate s papel ol copying one pom the
intelnet
having someone wlite youl papel ot you
buying a papel
using a papel that you wlote fot anothet class without
the apploval of youl cullent instluctol
letrsquos translate
17
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
letrsquos translate
Copying from a classmate or the internet is plagiarism
Buying a paper or having someone else write it for you is plagiarism
Recycling a paper without permission is plagiarism
18
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
decorative graphics
hellip can be distracting
19
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
representational graphics
The frontal lobe is involved in higher-order cognitive processes
20
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
representational graphics
Quebec City is north of Kingston on the St Lawrence River
21
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
EPCQR Water Consumption In Edmonton o ring Olympic Gold Medal Hockey Game
500
480 - 26-Fcb - 27-Feb
460
440
420
400
340
~otgt-10 1200
Umiddotfcb-10 1300
Enclol -Pergtod
EnOol Thtbulld
Pcnod
2amp-Felgt-10 1800
relational graphics
22
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
organizational graphics
23
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
rememberknow procedure
know semantic familiarity
remember episodic recollection
organizational graphics
24
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
organizational graphics
modernism)
unconscious)movaons)
percepon)vs)reality)
epistemology)relavism)
linguiscs)
25
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
coherence principle
Remove extraneous material in all forms
Mayer amp Moreno (2003)
26
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
050
coherence principle
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
text-based image-congruent image-incogruent
030
035
040
045
mea
n pr
opor
tion
corr
ect
Tangen Constable et al (2011)
27
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
coherence principle
030
035
040
045
050
mea
n pr
opor
tion
corr
ect
text-based image-congruent image-incogruent
Images that are ldquodecorativerdquo can be helpful for learning as long as theyrsquore related
Tangen Constable et al (2011)
28
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
29
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
contiguity principle
Words amp corresponding text should be spatially amp temporally aligned
Mayer amp Moreno (2003)
30
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
-
Greenstone Hornbeck and Moretti (2010)
TABLE3 Couz-rv A 0 PLAlT CHARACTERISTIC BY WINNER TATU l YEAR PRIOR TO A MILLION DOLLAR PlANT 0PpoundNINC
ALL PIMTS WITHIN SAME INDUSTRY (Two-Digit SIC)
~tatistic ~ta tis tic ~tatistic ~tatistic Winning Losing All US (Col 1 - (Col I - Winning Losing All US (Col 6 - (Col 6 -Counties Counties Counties Col 2) Col 3) Counties Counties Counties Col 7) Col 8)
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
A County Characteristics
o of counties 47 73 16 19 Total per capita earnings ( ) 17418 20628 11 259 - 205 579 20230 20528 11 378 -11 462 change over last 6 years 074 096 037 - 81 167 076 089 057 -28 57 Population 322745 447876 82381 - 161 433 357955 504342 83430 - 117 326 change over last 6 years 102 051 036 206 322 oO 032 031 118 163 Employment-population ratio 535 579 461 - 141 349 602 569 467 64 J63 Change over last 6 years 041 047 023 - 68 254 045 038 028 39 157 Manufacturing labor hare 314 251 252 235 312 296 227 251 160 117 Change over last 6 years - 014 -031 -008 152 -64 -030 -040 -007 87 - 317
B Plant Characteristics
No of sample plants 188 256 798 - 135 302 275 392 238 - 114 70 Output ( l OOOs) 190039 181454 123187 25 214 217950 178958 132571 41 125 change over last 6 years 082 082 118 01 -97 -061 177 182 - 123 - 338 Hours of labor (lOOOs) 1508 1168 877 152 243 1738 1198 1050 92 133 change over last 6 years 122 081 115 81 14 160 023 144 85 13
NDTE-For each cae to be ightcd equally coun ti are weighted by the inverse of their number pct case imilarly plan art Cighted by the imlaquone of their nu mber pct county multiplied by the invene of the number of counties per cae The sample includes all plant$ reporting data in the ASM for eoch year between the MDP opening and 8 )Can prior Excluded arc all planta obullmed by the fi nn opening an MDP A1o excluded arc all plants from gtltltgt uncommon two-digit SIC wlues IO that u1-quently estimated d Witctcd ariancc matrices ouJd amiddot) be posithC defin ite TI1c sample of all t countict cxdud winning counties and countict th no manufacturing plant reporting dat1 in the AS~I for 9 consecutive 1bullars Thcoe other US countl arc ghCn equal weight ithin )Can and arc Cightod across ycmiddotus to tcprctent the years of MDP openinggt Reponed 1 tatistla arc calculated from uandard errors clustered at lhe county lcgtCL ~ wtistia Jllltatcr than 2 arc nponed in bold All monctal amounl arc in 2006 US dollan
14581 Economic Geography (1) Spring 2013 23 62
how would you improve this
31
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
1 year prior to the opening of a million dollar plant
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
winning counties
losing counties
all US counties
$17 417
$20 628
$11 259
535
579
461
314
251 252
total per capital employment manufacturing earnings population ratio labor share
Greenstone Hornbeck amp Moretti (2010)
32
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Signalling is a way to point at things you want
Mayer amp Moreno (2003)
people to pay attention to
33
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
l1 IJ 111ATll 7n11 S11 11gt1)~_-llV flilttl-l )ft Sll )
wOli1 11i lMigtlil 111gt1~ ri f middotmiddotmiddotmiddotitbullt A US (I I - l fnl I - m_-i I _I All II S (fo(gtI - (CQI 6 -Cb~ cwitits looMbull CI I tCO 5~ COdlu (Alwllics OlWIGt~ COi 1 tlaquo II
(I~ ( (4) (~) (6 00 (9) (J(I
~ Ctm111y c1 i
bull ~ 111_utll -(Smiddot l i$ 0628 9 - 05 519 (l20 Ii)~ 117 - Ji middot Jlii (111 ( oi -~
luici-lman na1-1s -l~$i6 ~311 1 61 ti~i ~ U-t3~ Mt0--0 I bull ()I) ~ middot 1J$ J(~ r_ bull J1 w J -l41 middot 511 middot
middot 006 J wmiddotmiddotr llll~lmiddotbullbull ~S l~ f Zl si ~ bull 1)( ~l 100 11
-~ - - -U~J -(JJ(I -ltltn - s 11
signalling
34
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
pay attention to this
now this
look over here
builds can also serve as reminders of what you
want to say Dukewich amp Zych (in progress)
35
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Thomson Smilek amp Besner (2012) - Expt 1
bull study phase
bull participants presented with word pairs
bull capitalized = recall target
bull two conditions
bull rhymed ex raw-PAW
bull semantic ex dog-PAW
bull rate rhymingsemantic relation strength
bull ldquotry to remember target use context wordrdquo
bull test phase
bull participants give cue asked to recall target
bull two conditions
bull rhyme cueldquorhymes with rawrdquo
bull semantic cueldquoassociated with dogrdquo
bull recall target word
bull study x test fully crossed to produce matchmismatch
bull ex match study (rhyme) + test (rhyme)
bull ex mismatch study (rhyme) + test (semantic)
36
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
signalling buildsanimations
word pairs
raw Rhymed
PAW
Semantic dog PAW
Rate rhymingsemantic relation try to remember
target but use context words to aide you
study cues
Rhymes with raw
Rhyme cue
Semantic cue
Associated with dog
Recall the target word by typing it into the screen
test
mismatches
37
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
try to fill this in
multimedia presentation
sensory registers
working memory long-term memory
sounds words
Mayer amp Moreno (2003)
38
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
summary
Mayer amp Moreno (2003)
39
multimedia presentation
words
pictures
sensory registers
ears
eyes
working memory
sounds
images
long-term memory
schemas amp other prior knowledge
verbal model
pictorial model
integrate
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Itrsquos the end of this workshop You should be able to
bullexplain the relationship between working memory long-term memory amp effective slides for learning
bullsummarize Swellerrsquos Cognitive Load Theory as it relates to slide design
bullapply Mayerrsquos principles from his applied Cognitive Theory of Multimedia Learning
bullrecognize the effective use of different forms of graphical representations
bullgo back to your slides and implement at least a few of these tips to help your students learn more effectively
40
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
a moment to reflect
bullWhat is one insight you gained from the session
bullWhat one idea could you apply to your teaching
41
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Email us if yoursquod like a PDF of my slides kristiedukewichutorontoca
42
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43
Bibliography
Atkinson RC Shiffrin RM (1968) Chapter Human memoryA proposed system and its control processes In Spence KW Spence JT The psychology of learning and motivation (Volume 2) New YorkAcademic Press pp 89ndash195
BaddeleyA D amp Hitch G (1974)Working memory Psychology of Learning and Motivation 8 (47-89)
Fenesi B amp Kim J (2014) Learner misperceive the benefits of redundant text in multimedia learning Frontiers in Psychology 5 1-7
Mayer R E (2001) Multimedia learning NewYork Cambridge University Press
Mayer R E amp Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38(1) 43-52
Paas F van GogT amp Sweller J (2010) Cognitive Load Theory New conceptualizations specifications and integrated research perspectives Educational Psychology Review 22 115-121
Sweller JVan Merrieben J J G amp Paas F (1998) Cognitive architecture amp instructional design Educational Psychology Review 10 251-295
Tangen J M Constable M D Durrant ETeeter C Beston B R amp Kim J (2011)The role of interest and images in slideware presentations Computers amp Education 56(3) 865-872
43