UNIT 1 COMPUTER ASSISTED LEARNING

Compared to other sectors, digitalization in the forestry education sector is quite recent and has had a significant increase only during the pandemic period. Now the time is ripe to improve the effectiveness of online teaching techniques and practices throughout the forestry education community. The following tips will provide practical guidelines to learn more about effective online teaching, independent of the learning technologies used. 

All these effects and principles derive from the CLT (Cognitive Load Theory).

Cognitive Load Theory was developed by the educational psychologist John Sweller. He published a paper on the subject in the journal Cognitive Science in 1988. "Cognitive load" relates to the amount of information that working memory can hold at one time. Sweller said that, since working memory has a limited capacity, instructional methods should avoid overloading it with additional activities that don't directly contribute to learning. Cognitive Load Theory helps you design training or learning materials that reduce the demands on learners' working memory, so that they learn more effectively. You can apply the concept of cognitive load to learning and training in several ways.

• Split attention

When presenting visual information such as diagrams or graphs with explanatory text, place text within the diagram, at spatially nearby locations, instead of off to the side or below, like a map legend. In this way you will avoid split attention effect.

Fig.1: Example of Split Attention.

• Modality

When using multimedia, ensure that auditory (verbal) explanations support visual materials (text or images) without being redundant.

Fig. 2: Example of Modality.

• Redundancy

Like modality, when presenting novel information to learners, ensure that auditory and written explanations do not replicate already-presented visual information exactly, but instead highlight key points and serve to enhance learner understanding. If redundant information is present, consider removing it. Eg. recordings that use slides, simply reading the text presented on each slide aloud should be avoided.

• Signalling (cueing)

When presenting novel information, add visual cues to guide learner attention to key areas either by using colour, symbols or text on diagrams.

Fig. 3: https://insideclimatenews.org/infographics/chart-co2-levels-are-rising/

For example, in Figure 3, the daily measurements of CO2 concentrations taken in Hawaii after 1958 have been highlighted in red, precisely to capture the learner’s attention.

• Transient information

When using multimedia materials, ensure that new concepts are not covered too quickly, and instead slow down the presentation, ‘chunk’ information into smaller, more digestible resources, or allow students agency to control playback of these materials.

Fig.4: Example of Transient Information.

2. Instructional strategies to support learning

After teachers have designed and created learning materials, students usually study these materials with the intention of retaining new information or learning a new skill. This section provides tips to ensure that students learn more effectively from the online learning materials provided.

• Spacing

When learning online, allow time for learners to ‘reset’, allowing space for them to rest and replenish their cognitive resources before continuing, either in a synchronous learning environment or asynchronous lessons.

Fig.5: Example of spacing.

• Generative learning

In contrast to passive absorption of novel concepts and traditional studying techniques, learners benefit from generation and creation of their own understanding. Teachers can encourage active engagement with new ideas through summarising, practice testing, and the creation of video tutorials to teach others.

Fig. 6: Example of Generative Learning.

3. Research Evidence 

• Sepp, S., Wong, M., Hoogerheide, V., & Castro-Alonso, J. C. (2022). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. Journal of Computer Assisted Learning, 38(5), 1304–1320. https://doi.org/10.1111/jcal.12715

• Tomczyk, Ł.; Mascia, M.L.; Guillen-Gamez, F.D. Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills. Educ. Sci. 2023, 13, 951. https://doi.org/10.3390/ educsci13090951