Learner Experience
Compiled by Malcolm Ryan, University of Greenwich, United Kingdom
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| Amiel, T. (2006). Mistaking Computers for Technology: Technology Literacy and the Digital Divide. AACE Journal, 14(3), 235-256. Chesapeake, VA: AACE. | View | |
| ** Invited as a paper from ED-MEDIA 2004 ** No other information and communication technology has swept the globe with greater speed than the Internet, having the potential to promote vast social, economic, and political transformations. As new technologies become available the pattern of adoption and diffusion creates disparities in access and ownership. At the most basic this gap is termed the digital divide and its most common antidote has been the computer. To close this divide, sizeable capital has been spent on deploying computer integration into public schools around the globe. This article uses the case of Brazil to analyze the role of computers in schools as tools to close the digital divide and promote pedagogical change. Massive computer integration will not be the cure for to the digital gap. As new technological tools continue to develop, new gaps will arise. An approach focusing on technology literacy is the only sustainable way to avoid present and future technological divides. | ||
| Artino, A.R.,.J. (2008). Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners. AACE Journal, 16(4), 425-439. Chesapeake, VA: AACE. | View | |
| The purpose of this review is to provide educational practitioners with a brief overview of cognitive load theory (CLT) and its major implications for learning. To achieve this objective, the article includes a short description of human cognitive architecture as conceived by cognitive load theorists. Following this overview, the article provides a description of what makes CLT different from other cognitive theories. Included in this section is a summary of the predictions about learning and novel instructional designs that CLT has produced. Next, the article presents a discussion of learner experience and how different levels of prior knowledge can interact with various instructional methods to differentially influence learning outcomes. Finally, the review ends with a discussion of various instructional methods that may be problematic when considered from a CLT perspective. With an understanding of CLT and its instructional implications, educational practitioners will be in better position to design and develop instructional materials that align with human cognitive architecture. Ultimately, instructional materials that utilize CLT guidelines have the potential to enhance learning effectiveness and efficiency for students in a multitude of education and training contexts. | ||
