Talk:Cognition and Instruction/Technologies and Designs for Learning

Our choice on creating the sub-topics and content for this chapter were based around the textbook Cognitive Psychology and Instruction. Although the textbook was able to give us direction, we wanted to also go into depth on the various types of technology that can be used in classrooms. As well as how this can be beneficiary for teachers and students, and the learning outcomes for education in a classroom.

Our plans for developing this chapter are to create a chapter that gives a lot of insight on the topic of Educational Technology, and to give those who are unaware or are not familiar with this topic a clear understanding of the details it contains.

So far we have cleaned up the table of contents and cut headings that we didn't feel were necessary for the chapter, we also renamed the title of the chapter as per the suggestions. -EDUC320neeb

I am currently working on the Cognitive Load Theory Section of this chapter. -EDUC320neeb The cognitive load theory section needs more research added to it but the bones are there, that is why it may seem incomplete while reading it. -EDUC320neeb (Oct 31, 2015)

I am currently working on the Collaborative learning section of this chapter -EDUC320TAN I have gathered the basic info however more examples may be added and things may be changed.

Peer Review
Overall this is a pretty good chapter, but there are a few things that can be improved. I could see the introduction being a bit longer and more in depth, maybe include more of an overview of what you're going to discuss. When it comes to citing sources, it would be good to utilize the "reference" option, where your reference shows up as a footnote rather than in text. The collaborative learning section was a bit wordy, which made it a bit difficult to read, so maybe go back in and try to cut down on some of the text. With that being said, this section does have a lot of good examples about technology. A strong point of this chapter is the 4C/ID section as well as the amount of information in the collaborative learning section. A weak point of this chapter is the overall organization. In some sections there are huge chunks of text in long paragraphs that could be broken up. A balance between the more broken up sections and the longer sections would make the chapter easier to read, as well as more pleasing to the eye. One last idea is that there could be a section about any negative impacts of technology in the classroom, in terms of cellphones and internet use on computers. This could be interesting to have near the end of the chapter. Good work so far!Sjwally (discuss • contribs) 23:33, 7 November 2015 (UTC)

Peer Review
Good job, I really like how you laid out your chapter. I like how you started with the theory, then went to research and then added the implication for instruction at the end of the of each section. I feel like this was a good flow, allowing the reader to first get the background information. Then providing them with an example of the research and then allowing them to see how it can be implicated in the instruction. Overall the writing was done well, and the chapter was easy enough to follow. I particularly like the last section on collaborative learning. It was written well and gave examples of technology that could be used in the classroom. Somethings that could be worked on is making the whole project more consistent. Although I liked the lay out some parts had a heading for a summary whereas others had a summary but did not have a heading. Making these consistent will allow for even better flow. In addition, the introduction and having a solid over all conclusion will help pull the whole paper together. From the introduction, I understood that chapter is about technology. However, the first two section do not talk about technology. Perhaps, when explaining examples you can make the example more technology based. However, the chapters title is cognition and instruction which would mean you are also addressing cognition and instruction. Making it more clear in your introduction of what you are covering in the chapter would allow to clear up this confusion. EDCU320RHT (discuss • contribs) 03:20, 8 November 2015 (UTC)

Peer Review
The Educational Technology Wikibook chapter has some strong features and some other elements that can be further developed. One of the strongest features of the chapter is the examples that are provided for each method of learning. This gives the reader a better idea of how a specific aspect of educational technology works and the program that is associated with it. Each program is clearly described in detail. Another strong feature is the clearly indicated heading and subheadings in this chapter. They create a good layout to distinguish each section. One change that I would make to the chapter is the summary presented in the middle of the page because this takes away from the coherence of the chapter as a whole. In order to maintain the consistency of the chapter, I would consider moving the summary to the end of the page. The last two suggestions that I have for the chapter is to ensure that all the bolded words are described in the glossary and to minimize the use of citations where possible to reduce clutter. This allows the focus to remain on the content rather than reading the citations. Overall, the content of the Educational Technology Wikibook chapter is relevant and well written. A few minor adjustments could help improve the quality and organization of the chapter. EDUC320 jchan (discuss • contribs)

I mostly agree with this review but I'd say instead of reducing the number of citations that the standard Wikibook superscript citation should be used throughout the chapter. Nesbit (discuss • contribs) 23:15, 22 November 2015 (UTC)