EDP 320 Study Guide Unit 1

EDP 320 Study Guide Unit 1

DISCLAIMER

  • This is a not necessarily an exhaustive list; it serves as a guide to key concepts and skills to focus on from each week.
  • This guide was posted in January 2026, and small changes may occur throughout the semester.

Week 1 - Introduction & What is Learning, Power of Habits

  • The difference between learning and performance

    • Learning refers to the acquisition of knowledge or skills through experience, study, or teaching.
    • Performance refers to executing a task or demonstrating learned knowledge, which may not accurately reflect the individual's learning.

  • Indicators of performance and learning

    • Performance indicators (like grades or test scores) are not necessarily indicators of learning.
    • It is possible to perform well without truly understanding the material or to understand something without performing well in assessments.

  • What is a habit?

    • A habit is a behavior that is repeated regularly and tends to occur subconsciously.
    • Habits can be beneficial or harmful and shape daily functioning and choices.

  • Tips to help form new habits

    • Identify triggers for habits and associate new habits with them.
    • Start with small changes to gradually integrate new habits into daily routines.

  • Context dependent nature of habits

    • Habits are dependent on environmental context, and understanding this can aid in breaking old habits and forming new ones.
    • To break a habit, change the context or environment associated with that habit.

  • Application to personal life

    • Encourage self-reflection on personal habits and strategies to implement new habits effectively.

Week 2 - Working Memory and Encoding

  • Challenges of memory as a video recorder analogy

    • This analogy is misleading; memory doesn't function like a recording device.
    • Instead, memory involves processes of encoding, storage, and retrieval that are complex and often reconstructive.

  • Multi-store/dual-store model of memory

    • Components of the model
    • Sensory Memory: Very brief retention of sensory information.
    • Short-term Memory (Working Memory): Holds information temporarily for processing.
    • Long-term Memory: Stores information more permanently.
    • Be able to draw and explain each part for clarity.
    • Apply this model to enhance classroom learning by understanding how information moves between memory stores.

  • Working Memory

    • Some refer to it as "short-term memory" while others use the term "working memory" to emphasize the active processing of information.
    • Average capacity: 7 ± 2 items, as suggested by Miller's law, though individual variability may alter this.

  • Chunking

    • Chunking is the process of grouping related information together to enhance memory capacity and retrieval.
    • Example: Remembering a long number like 123456789 as 123-456-789.

  • Chess grandmaster example

    • The ability of grandmasters to remember and quickly process positions on a chessboard demonstrates how expertise can enhance working memory capacity through familiar patterns.

  • Components of working memory (Baddeley’s model)

    • Phonological Loop: Deals with verbal and auditory information.
    • Visuospatial Sketchpad: Handles visual and spatial information.
    • Central Executive: Oversees and coordinates the other components, managing attention and cognitive tasks.
    • Episodic Buffer: Integrates information from the phonological loop, visuospatial sketchpad, and long-term memory.

  • Multitasking

    • Use Baddeley’s model to explain why multitasking can be ineffective; it leads to divided attention and may inhibit processing efficiency.

  • Types of Cognitive Load Theory

    • Intrinsic Load: Complexity of the material inherent to the task.
    • Extraneous Load: Cognitive resources used for processing irrelevant information.
    • Germane Load: Efforts to create meaningful connections with the material, enhancing learning.
    • Provide examples of each load type and explain their relation to learning processes.

Week 3 – Dual Coding and Multimedia Learning Principles

  • Cognitive Theory of Multimedia Learning

    • This theory posits that people learn better from words and pictures than from words alone.
    • Three assumptions:
    • Dual-channel assumption: Humans process information through two distinct channels (verbal and visual).
    • Limited capacity assumption: Each channel has limited capacity for processing information.
    • Active processing assumption: Learning requires active engagement in understanding the material.

  • Myth of individual learning styles

    • The belief in tailored learning styles is a myth; instead, learners benefit from varied instructional methods that engage multiple channels.

  • Principles of multimedia learning

    • Definitions and focus on key principles:
    • Multimedia Principle: Learning is enhanced when relevant words and pictures are presented together.
    • Coherence Principle: Extraneous information can harm learning; keep it simple and relevant.
    • Signaling Principle: Highlight important information to guide learner focus and processing.
    • Spatial Contiguity Principle: Place relevant words near corresponding visuals to enhance learning.
    • Pretraining Principle: Familiarizing learners with key concepts aids in understanding more complex material.

  • Connection to cognitive load

    • Link principles of multimedia learning to intrinsic load (information complexity) and extraneous load (irrelevant information).

  • Application to instructional design and note-taking strategies

    • Recognize the use and violation of multimedia principles and integrate them effectively into instructional practices.

Week 4 - Long-term Memory and Effective Strategies I

  • Organization of long-term memory

    • Semantic networks: Interconnected nodes of information that help in the organization and retrieval of knowledge.
    • Schemas: Cognitive structures that represent knowledge about a concept or type of event, aiding in understanding and memory retrieval.

  • Strategies for integrating knowledge

    • Self-explanations: Explaining material to oneself or others enhances understanding and retention.
    • Elaboration: Adding details or examples to knowledge improves the ability to recall that information.
    • Concept maps: Visual representations of the relationships between concepts, aiding in organization and understanding of material.

  • Retrieval Practice

    • Defined as actively recalling information from memory, rather than passively reviewing the material.
    • Benefits for long-term learning: Improves retention and understanding by reinforcing neural pathways.
    • Different ways to apply retrieval practice could be through quizzes, flashcards, or teaching concepts to others.

Week 5 - Effective Strategies II

  • Spaced Repetition

    • Definition: A learning technique where information is reviewed at increasing intervals over time.
    • It is not cramming; rather, it emphasizes distributed practice for retention.
    • Theories for effectiveness:
    • The spacing effect indicates that information is better retained when it is studied over time.
    • Declining memory strength over time makes spaced repetition more effective than massed practice.

  • Applications in learning:

    • Apply spacing in own learning by scheduling study sessions at increasing intervals or advise students to do the same.

  • Interleaving

    • Definition: Mixing different topics or subjects during study sessions rather than focusing on just one at a time.
    • It is not random practice; it strategically enhances learning through context switching.
    • Theories for usefulness:
    • Forces learners to adapt and apply knowledge flexibly across contexts, enhancing retention.
    • It prevents over-familiarity with specific contexts or problems, promoting deeper understanding.

  • Most useful contexts for interleaving:

    • Particularly effective in subjects requiring problem-solving or the application of concepts.

  • Application of interleaving in learning:

    • Implement strategies in personal study habits by interleaving subjects or topics.

  • Effective learning processes

    • Learning should actively engage effective processes rather than rote memorization.
    • Desirable difficulties: Strategies that make learning more challenging but lead to better retention and transfer of knowledge. They are so named because they promote deeper understanding and longer-lasting learning.

  • Recognizing appropriate use of strategies:

    • Be able to identify improperly used strategies and how to modify them to enhance learning outcomes.

  • Trajectories of learning

    • Compare cognitive load theory and desirable difficulties; how they can inform effective teaching strategies and learning experiences.
    • Consider adjustments in design when catering to novice versus advanced learners, ensuring appropriate challenges for skill level.

  • Bonus tips for study habits:

    • Incorporate these concepts into your daily study practices for enhanced learning outcomes!