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=**Controlling Cognitive Load in a Dual-Tasking Society**=

FACILITATOR
Chris Bigenho, PhD E-mail: bigenhoc@greenhill.org Twitter: @bigenhoc Blog: [] Portfolio: []

CONVERSATION DESCRIPTION
This session is based on original published research related to note-taking as a dual-task and complexity of environment. **INTRODUCTION: ** Participants will consider multi-tasking as fact or fiction and learn about a significant study in the field of multi-tasking while driving

**LEARNING ENVIRONMENTS: ** Participants will explore the characteristics of today's complex learning environments and methods of teaching and learning. They will be challenged to consider implications of this complexity on the effectiveness of learning related to the concept of cognitive load.

**BACKGROUND INFORMATION COGNITIVE PROCESSING AND MEMORY: ** Participants will be introduced to the underlying theories of learning as a process of moving from short-term memory to long-term memory and recall, Working Memory, Dual-Tasking, Cognitive Load Theory, Dual Channel Encoding, and Cognitive Dissonance.

**PARTICIPANT PARTICIPATION- ASSESSING MULTI-TASKING ABILITIES: ** Participants will have an opportunity to test their multi-tasking ability with a simple word recall task performed under different environmental and cognitive-load conditions. This helps to make the learning personal and connect to common activities that students perform in today's learning environments. This personal experience for participants is then connected to different forms of learning environments and tasks that students perform from note-taking to chatting online.

**IMPLICATIONS AND MITIGATION:** With participants armed with basic theoretical constructs and a fresh personal perspective on their own abilities to learn and recall information under different environmental and cognitive conditions, we will discuss what this means for learning in today's classrooms. The direction of this conversation will depend greatly on their personal perspectives and experiences.

“The Plan”
 * 1) Introductions
 * 2) Context for Session
 * 3) Breakout 1: Learning Environments
 * 4) Primer on Cognitive Processing and Memory
 * 5) Cognitive Breakout “A Little Test”
 * 6) “The Study”
 * 7) Breakout 2: Dual Tasking and Cognitive Load self-check
 * 8) “The Study-Results”
 * 9) Breakout 3: What does this all mean?
 * 10) Closing Discussion


 * SESSION RESOURCES**


 * Collaborative Notes: **http://tinyurl.com/educon24cognotes **
 * Who is with us today?: **http://tinyurl.com/educon24cogparticipants **
 * Lin, L. and ** Bigenho, C. ** (2011). [|Cognitive Note-taking and memory in different media environments]. // Computers in the Schools //, 28(3), 200-216.

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