Summary
The
Segmenting Principal is the focus of Chapter 10 of the Clark and Mayer (2011)
text. The purpose of the segmenting
principal is to avoid cognitive overload by breaking down complex content into
smaller steps, without leaving out important steps. This is important because, while content can
be presented in a continuous play video or audio format, the learner may not
pause the play at appropriate points, if at all. Since steps are presented one at a time, in a
logical fashion, the designer has better judgment about placement of pauses, or
breaks in segments. This method is
important when learners encounter new content that has multiple correlating parts.
Another
topic addressed is assisting with cognitive processing by pretraining learners
with content vocabulary and main ideas. The
pretraining introduces key ideas prior to the actual lesson, to reduce the processing
required for essential processing of new content. The designer identifies the audience for the
content and the complexity of said content.
If the content would be complex for the intended audience, then the designer
should apply the pretraining principle.
Limited
research with transfer tests indicated this to be a sound method for increasing
student performance. However, further
research is needed to determine ideal segment size, the best methods for
selecting key concepts for pretraining, and the extent of pretraining
necessary.
Reflection
The
Segmenting Principal seemed to relate to the Cognitive Load Theory (CLT) with
its emphasis on reducing the stress on cognitive processing. Bannert (2001) suggested intrinsic cognitive
load (ICL) relates to stress for cognitive processes when the learner has not
acquired sufficient command of the content.
This related directly to the Segmenting Principle and Pretraining
Principle, because both principles focus on reducing the ICL by providing
preparation materials and breaking down content into smaller chunks which are
more easily processed. Bannert (2001)
examined different ways of manipulating ICL.
One method examined was similar to the Segmenting Principle; the
researcher indicated this method was more effective with novice learners, rather
than students well-versed in the content.
The
Segmenting Principle addressed issues I have encountered as an online
instructor. In my online classroom,
student attendance has ranged from 100 to over 150 students at any given
time. There have been times when I have planned
instruction for my students, yet, during class, I discovered some students were
not well-versed with necessary key concepts to understand the new content. I had to change instruction and break the
content down further for those students.
Nevertheless, there were other students who did not require the simplified
instruction. This is one reason I began
using the Flipped Class Model of instruction this semester. Using the Flipped Class Model, I could ensure
students received the necessary lecture-type content and key concepts prior to
class, in a format they already embrace, short video segments. Although not specifically mentioned in the
chapter, I saw a correlation between the Segmenting Principle and the Flipped
Class Model, which is the basis for our ISD project. Our ISD project targeted teachers at my school
and training to implement the Flipped Class Model for the coming school year. Many of my peers have little experience with
the Flipped Class Model, yet others are already using the model. I have suggested pretraining on the key
concepts, research, or background driving the Flipped Class Model to be a
possible need for our ISD project.
I
also saw a correlation between the Segmenting Principle and my aspirations to
become an official leader in Instructional Technology (IT), at my school. While I often serve in an unofficial capacity
as a technology resource for my peers, I would like to transition toward
helping my peers become more efficient through current and emerging technologies. This would require leading training and
professional development sessions. With
the varied technology proficiencies of my peers, I would need to provide pretraining
for workshops to reduce cognitive overload.
References
Bannert, M. (2002). Managing
cognitive load—recent trends in cognitive load theory. Learning and
Instruction, 12(1), 139 – 146. Retrieved from
http://www.sciencedirect.com.ezproxy.liberty.edu:2048/science/article/pii/S0959475201000214
Clark, R. C. & Mayer, R. E.
(2011). E-learning and the science of instruction. San
Francisco, CA: Pfeiffer.
I taught in a classical Christian school for eleven years. The underpinning philosophy of classical education is that students need to learn the vocabulary and facts first, then learn how they interrelate, and last learn how to present the material learned in the student’s own words. The first step in this sounds amazingly like the pretraining you were describing. I found that these principles worked very well in teaching new subjects to young children, but they also work for adults learning something new. When I want to learn how to keep bees, I have to learn what each part of the hive is called before I can understand how the parts work together.
ReplyDeleteThanks for a concise, easy-to-understand summary, Kim.
The information your post provided, about the Segmenting Principal, was enlightening in its emphasis of the importance of the appreciation of learners’ capacity for content. Information must be broken down for learners into manageable segments. It’s important to acknowledge this does not mean that educators should expect less from students but provide content in logical sequences to facilitate optimal comprehension. Content creators must consider the learning process and the target audience’s needs in absorbing and understanding the material being presented. From explanations of the Segmenting Principal, it makes sense to present learning opportunities to students in ways from which the greatest results are yielded. I look forward to your group’s ISD project and seeing the Segmenting Principal applied to the flipped classroom environment.
ReplyDeleteI enjoyed reading your post about Chatper 10. It is important not to put your students in a state of information overload. Using the Segmenting principle can help prevent that from happening. As I read, I thought about how we have been working on our Flipped Classroom ISD project that you mentioned and the fact that the lesson should be condencesd to six small whiteboards for a 10 minute lesson. Now it all makes sense! By putting the lesson parts on the whiteboards and then limiting the lesson to 10 minutes is a way to segment and not overload the students with too much information. I appreciate that your blog post has helped me have my "Ah-ha!" moment of the evening.
ReplyDeleteGreat work,
Alisha