Monday 1.30-4.30pm: Cognitive Load Theory - how good flipped learning design can alleviate this burden for students
Cognitive load is the capacity of our working memory to hold onto information at any one time. This capacity is limited and therefore instructional design should factor this into effective learning for students. Flipped learning has the potential and approach to help distribute cognitive load into more manageable segments across the pre-class, in-class and post-class learning phases.
Dr Raina Mason and Ms Carolyn Seton from Southern Cross University, have successfully applied cognitive load theory to (in their own words) improve troublesome courses. They will present a number of case examples of how the mindful segmenting of course content – particularly in a flipped context – can greatly assist in students capacity to learn new content.
Raina and Carolyn will also showcase their Cognitive Assistance Factor Evaluation (CAFÉ) tool that can assist educators to assess the current cognitive load in their courses.
Monday 4.30-6.00pm: What flipping can look like (Part 1)?
This session is an open session for participants to present, in poster format, their experiences of flipped learning design. The session will involve 30min for viewing the posters, followed by two x 30min sessions where poster presenters will be asked to stay with their poster so you can hear about their experiences and ask them questions. To assist your interactions with your symposium colleagues, this session will be combined with opportunities to sample a selection of local food and wine. A call for abstracts for this Poster Mixer will be emailed following confirmation of registration.