A system dynamics (SD) model without an instructional overlay is not a sufficient learning tool (Spector and Davidsen 1997, Alessi 2000). We propose Cognitive Load Theory (CLT, Sweller 1988) as a theoretical framework for devising effective instructional context for SD models. Providing a systematic distinction between the several sources of cognitive load, CLT specifies what (and why) should be considered when the instructional overlay for a learning environment is designed. Having developed a simple SD model of the theory, we use it to explore how various instructional choices might impact effectiveness of the learning process. Finally, we consider the CLT recommendations in the context of SD-based learning environments and discuss how they may provide input to developing a set of guidelines for design of effective ways to communicate insights of SD models to a broader audience.

This is the whole item.

Date created

• 2005 July 17-2005 July 21

Type

• Document

Processing Activity

• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

  
  Contact Us for questions or additional rights.

ITEM CONTEXT

Part of

cc5bb0ac12a5b68b26b1583548898dae

Scope and Contents

Part of

3c582e6f5cf305ef0030c7471b499022

Scope and Contents

Part of

23d738ba88f8333bc39725f9cb5bd0b8

Scope and Contents

Collection

System Dynamic Society Records

Scope and Contents

Collecting area

• This collection is part of the University Archives