In collaboration with Josh Greenfield and Brittany Hamilton (Director of E-Learning and Technology at Hartford Institute for Geriatric Nursing), this cognitive science final project was a simulation of designing for a company, CogLessons Inc., which specializes in cognitive theory-based lesson design. Clients come to the company seeking help in creating effective learning experiences. CogLessons cares not only about the product, but about the process behind it.
Research and Development
In this simulation, we received information from the faculty member who teaches this topic. They provided powerpoint slides which was needed to be turned into an effective lesson based on research.
Introduction
Our main focus as a team in elevating this learning content was to present it in a clean, accessible, and streamlined manner with the learning objectives always in mind. This goal made us consider the potential of an Articulate Storyline 360 module as the platform for this lesson. Articulate Storyline 360 modules offer opportunities for students to interact directly with the learning content at a time and pace that best fits their learning needs. This module can now be incorporated into a variety of Learning Management Systems (LMS) for asynchronous learning by the instructor or shared via the web.
Process
To begin, we took the PowerPoint slides that were provided by the instructor and analyzed the content to gain a more thorough understanding of the goals and objectives of the lesson. From here, we reorganized and revised the content to better fit the needs of a variety of learners. Because we had such a plethora of content, managing cognitive load was the main focus. It was essential that we identified cognitive overload in the module and remove non-essential or extraneous content in order to pair the content down to the most crucial elements. From there, we focused on engagement using it to structure the material and provide a pathway for the learner to move. All the while, we utilized Bloom’s Taxonomy as a general framework to provide a research-based model for our new engaging content. In order to meet with the one-hour guideline, we did focus our product on the first two sections provided–resulting in a combined hour-long module. For the breadth of this assignment, we completed the first module which included the first two lessons or sections, however, if we were working with a client, we would create an additional hour-long module that would include the last two lessons or sections.
Conclusion
Overall, our new vehicle for this educational content should allow for more success among a more diverse array of learners, rather than relying on a dynamic professor. While classroom use is possible, this product will now have the ability to live in any web-based educational tool and broaden its possible uses, on top of this new efficiency.
Post-lesson reflections that provided learners open-ended prompts
By reducing the amount of text and providing narration, we were able to reduce the cognitive load.
For more information on the theory and principles that influenced this design,