Marcus Lithander: Ongoing development of Lifelong Learning Courses

9.00 - 10.00 in this Zoom Room

In the spotlight this time is the seminar titled "Ongoing development of Lifelong Learning Courses."

This seminar will focus on how to implement principles from cognitive psychology into online learning, and applying cognitive load theory in practice.

Additionally, the seminar will highlight the importance of retrieval practice and distributed practice in online learning settings. Participants will learn how to design learning activities that promote active recall and spaced repetition, fostering deeper learning and long-term retention of course material.

Furthermore, cognitive load theory will be examined, focusing on its relevance to instructional design and delivery in digital learning contexts. Strategies for managing cognitive load and optimizing learning experiences will be explored, with emphasis placed on practical implementation techniques for educators.

Readings:

-Karaca, M., Geraci, L., Kurpad, N., Lithander, M. P., & Balsis, S. (2023). Low-Performing Students Confidently Overpredict Their Grade Performance throughout the Semester. Journal of Intelligence, 11(10), 188.

-Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review, 26, 331-340.

-Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K. & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proc. Natl. Acad. Sci. U. S. A. 116.

-Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand.

 Marcus Lithander