{"id":170,"date":"2013-03-28T12:07:23","date_gmt":"2013-03-28T12:07:23","guid":{"rendered":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/?page_id=170"},"modified":"2013-04-02T16:10:44","modified_gmt":"2013-04-02T16:10:44","slug":"wednesday-june-26","status":"publish","type":"page","link":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wednesday-june-26\/","title":{"rendered":"Wednesday, June 26"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Wednesday, June 26, 2013<\/b><\/p>\n<\/td>\n<\/tr>\n

8:30<\/td>\n9:00<\/td>\nCoffee & Registration<\/td>\n<\/tr>\n
9:00<\/td>\n9:15<\/td>\nWelcome Reception
\n<\/b>Andr\u00e9 Tricot & Franck Amadieu<\/span><\/td>\n<\/tr>\n
9:15<\/td>\n10:00<\/td>\nKeynote Speaker
\n<\/b>Michel Fayol, University of Clermont-Ferrand, France
\n<\/i><\/strong><\/p>\n

Load in writing<\/i><\/strong><\/td>\n<\/tr>\n

10:00<\/td>\n11:00<\/td>\n\n

Session Cognitive Load Management
\n<\/b>Chair<\/p>\n

Exploring how primary school students self-manage cognitive Load<\/span>
\n<\/i>Chloe Gordon, Sharon Tindall-Ford, & Shirley Agostinho, University of Wollongong, Australia<\/p>\n

Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy<\/span>
\n<\/i>Martine Baars, Sandra Visser, Tamara van Gog, Anique de Bruin, & Fred Paas, Erasmus University Rotterdam and Maastricht University, The Netherlands<\/p>\n

Does timing of concept map construction increase self-evaluation accuracy and decrease cognitive overload?<\/span>
\n<\/i>Adeline Maillard, Ladislav Motak, , Jean-Christophe Sakdavong, Caroline Dupeyrat, & Nathalie Huet, University of Toulouse, France<\/p>\n<\/td>\n<\/tr>\n

11:00<\/td>\n11:20<\/td>\n\n

Break<\/i><\/b><\/p>\n<\/td>\n<\/tr>\n

11:20<\/td>\n12:40<\/td>\n\n

Session Animations
\n<\/b>Chair<\/p>\n

Animations vs. static pictures: The impact of the presence and content of narrations<\/span>
\n<\/i>Ferdinand Stebner, Dominik Rumlich & JoachimWirth, Ruhr-University Bochum, and University of Duisburg-Essen, Germany<\/p>\n

Adjusting animation\u2019s presentation speed to enhance memorization of tactical movement in soccer<\/span>
\n<\/i>A\u00efmen Khacharem, Bachir Zoudji, Ingrid Spanjers, Slava Kalyuga, & Hubert Ripoll, Aix-Marseille University and University of Valenciennes, France, Maastricht University, The Netherlands and University of New South Wales, Australia<\/p>\n

Does adding gestures to both instructional animations and statics improve learning human motor skills?<\/span>
\n<\/i>Nadine Marcus, Paul Ayres, & Nalin Surender Narang, University of New South Wales, Australia<\/p>\n

How to foster mental animation? An ATI-study focusing on spatial ability and cognitive load \u00a0<\/span>
\n<\/i>Babette Park, Stefan M\u00fcnzer, Tina Seufert, & Roland Br\u00fcnken, Saarland University,\u00a0University of Mannheim, and University of Ulm, Germany<\/p>\n

Impact of gesture and facial expression of animated pedagogical agent on persona and cognitive efficiency<\/span>
\n<\/i>Jeeheon Ryu & Jeehee Yu, Chonnam National University, Korea<\/p>\n<\/td>\n<\/tr>\n

13:00<\/td>\n14:00<\/td>\n\n

Lunch<\/i><\/b><\/p>\n<\/td>\n<\/tr>\n

14:00<\/td>\n15:40<\/td>\n\n

Session Cognitive Load Measures
\n<\/b>Chair<\/p>\n

EEG frequency band power and pupil dilation as measures of cognitive load in hyperlink-like selection processes during text reading
\n<\/i><\/span>Christian Scharinger, Yvonne Kammerer, & Peter Gerjets, University T\u00fcbingen, Germany<\/p>\n

Event related fluctuation analysis of pupil area, mental workload, and the virtual hand illusion<\/span>
\n<\/i>Miriam Reiner & Tatiana M. Gelfeld, Technion Institute of Technology, Israel<\/p>\n

Cognitive load in learning statistics<\/span>
\n<\/i>Jimmie Leppink, Maastricht University, The Netherlands<\/p>\n

Alpha- and theta-frequencies as indicators for optimal cognitive load during learning<\/span>
\n<\/i>Carina Walter, Stephanie Schmidt, Wolfgang Rosenstiel, Martin Bogdan, & Peter Gerjets, University T\u00fcbingen and University of Leipzig, Germany<\/p>\n<\/td>\n<\/tr>\n

15:40<\/td>\n16:00<\/td>\n\n

Break<\/i><\/b><\/p>\n<\/td>\n<\/tr>\n

16:00<\/td>\n17:40<\/td>\n\n

Session Sequencing Instruction
\n<\/b>Chair<\/p>\n

Learning with (complex) text and pictures: How much instructional support is useful?
\n<\/i><\/span>Maria Opfermann, Annett Schmeck, & Detlev Leutner, University of Duisburg-Essen, Germany<\/p>\n

Concept mapping in a hypertext environment: Starting by reading text sections or building a map?
\n<\/i><\/span>Franck Amadieu, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemari\u00e9, Aline Chevalier, & Ladislao Salmeron, University of Toulouse, France and University of Valencia, Spain<\/p>\n

Cognitive load and sequencing instruction<\/span>
\n<\/i>Jeroen van Merri\u00ebnboer, Hisham Mirghani, & Anique de Bruin, Maastricht University, The Netherlands<\/p>\n

Optimising layered integrated instructional design through the application of cognitive load theory<\/span>
\n<\/i>Abdallah Alasraj, Mark Freeman, & Paul Chandler, University of Wollongong, Australia<\/p>\n

From a cognitive load perspective: Investigating the impact of the transient information effect when recalling simple and detailed facts<\/span>
\n<\/i>Anne-Marie Singh, Paul Ayres, & Nadine Marcus, University of New South Wales, Australia<\/p>\n<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n\u00a0<\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Wednesday, June 26, 2013 8:30 9:00 Coffee & Registration 9:00 9:15 Welcome Reception Andr\u00e9 Tricot & Franck Amadieu 9:15 10:00 Keynote Speaker Michel Fayol, University of Clermont-Ferrand, France Load in writing 10:00 11:00 Session Cognitive Load Management Chair Exploring how … Continuer la lecture →<\/span><\/a><\/p>\n","protected":false},"author":134,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-170","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/users\/134"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/comments?post=170"}],"version-history":[{"count":15,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/170\/revisions"}],"predecessor-version":[{"id":246,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/170\/revisions\/246"}],"wp:attachment":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/media?parent=170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}