{"id":173,"date":"2013-03-28T12:10:38","date_gmt":"2013-03-28T12:10:38","guid":{"rendered":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/?page_id=173"},"modified":"2013-04-02T16:13:45","modified_gmt":"2013-04-02T16:13:45","slug":"thursday-june-27","status":"publish","type":"page","link":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/thursday-june-27\/","title":{"rendered":"Thursday, June 27"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Thursday, June 27, 2013<\/b><\/p>\n<\/td>\n<\/tr>\n

8:30<\/td>\n9:00<\/td>\nCoffee<\/td>\n<\/tr>\n
9:00<\/td>\n09:45<\/td>\nKeynote Speaker
\n<\/b>Dan Robinson, Colorado State University, USA
\n<\/i><\/strong><\/p>\n

Making tasks desirably difficult vs. reducing extraneous cognitive load<\/i><\/strong><\/td>\n<\/tr>\n

09:45<\/td>\n11:05<\/td>\nSession Expert-Novice Comparison
\n<\/b>ChairCognitive load and performance in a dynamic hazard perception test: An expert-novice comparison
\n<\/span>Sarah Malone & Roland Br\u00fcnken, Saarland University, Germany<\/p>\n

Expertise and effects of digital dictionary format on EFL reading comprehension<\/span>
\n<\/i>Melissa Hui-Mei Fan, Tzu-Chien Liu, & Yu-Ying Liang, National Central University, Taiwan<\/p>\n

The effect of instructional support and prior knowledge on students\u2019 performance and cognitive biases<\/span>
\n<\/i>Loredana Mihalca, Christoph Mengelkamp, Wolfgang Schnotz, & Fred Paas, University of Koblenz-Landau and University of Wuerzburg, Germany and Erasmus University Rotterdam, the Netherlands<\/p>\n

Rest duration between sequential tasks: A cognitive load perspective<\/span>
\n<\/i>Ronnie Taib, Natalie Ruiz, Ling Luo, & Fang Chen, NICTA, Australia<\/p>\n<\/td>\n<\/tr>\n

11:05<\/td>\n11:25<\/td>\n\n

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

11:25<\/td>\n13:05<\/td>\nSession Worked Examples
\n<\/b>Chair
\n<\/span><\/i><\/p>\n

Enhancing learning of physics principles in example-based instruction
\n<\/i><\/span>Chih-Yi Hsu, Slava Kalyuga, & John Sweller, University of New South Wales, Australia<\/p>\n

The integration of worked examples, problem solving and mastery goal oriented statement
\n<\/i><\/span>Ellen (Hee Min) Lee, Paul Ayres, & Kerry Barnett, University of New South Wales, Australia<\/p>\n

Effects of study intention and creating video-based modeling examples on learning and transfer
\n<\/i><\/span>Vincent Hoogerheide, Sofie Loyens, & Tamara van Gog, Erasmus University Rotterdam, The Netherlands<\/p>\n

Testing the testing effect with worked examples
\n<\/i><\/span>Tamara van Gog, Liesbeth Kester, Kim Dirkx, & Vincent Hoogerheide, Erasmus University Rotterdam and Open University of The Netherlands, The Netherlands<\/p>\n

A hypothesised reversal of the test effect
\n<\/span>Wayne Leahy & John Sweller, Macquarie University and University of New South Wales, Australia<\/p>\n<\/td>\n<\/tr>\n

13:05<\/td>\n14:00<\/td>\n\n

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

14:00<\/td>\n15:30<\/td>\nParallel<\/b> Thematic Short Paper Presentations<\/b>Theme 1: CLT and Learning Language<\/b><\/b>Cognitive load in learning Chinese language<\/span>
\nJimmie Leppink, & Ya Ping (Amy) Hsiao, Maastricht University, The Netherlands<\/p>\n

Using cognitive load theory to improve text comprehension for pupils with dyslexia
\n<\/i><\/span>Genevi\u00e8ve Vandenbroucke, University of Toulouse, France<\/p>\n

The effect of line length on eye-fixation in reading tasks<\/span>
\n<\/i>Je-woong Moon & Jeeheon Ryu, Chonnam National University, Republic of Korea<\/p>\n

Implication of whole-word processing in orthographic learning
\n<\/i><\/span>Nathalie Chaves & Marie-Line Bosse, University of Toulouse and University of Grenoble, France<\/p>\n

Theme 2: Cognitive load and attention allocation<\/b><\/p>\n

Measuring simultaneous sources of cognitive load within a mobile learner<\/span>
\nRobin Deegan, Cork Institute of Technology, Ireland<\/p>\n

Can self-evaluation of cognitive processes predict mental effort and task difficulties: Validation of cognitive load measures<\/span>
\nSun Kim & Jeeheon Ryu, Chonnam National University, Republic of Korea<\/p>\n

The effects of \u201ccueing\u201d on spoken text in the mobile learning environment<\/span>
\nYu-Chen Kuo, Yi-Chun Lin, & Tzu-Chien Li, National Central University, Taiwan<\/p>\n

How novice and expert texters write SMS in dual task situation?<\/span>
\nC\u00e9line Combes, Olga Volckaert-Legrier, & Pierre Largy, University of Toulouse, France<\/p>\n

Effects of gestures on attention allocation, performance and cognitive load<\/span>
\nKim Ouwehand, Tamara van Gog, & Fred Paas, Erasmus University Rotterdam, The Netherlands<\/p>\n

Theme 3: CLT Effects<\/b><\/p>\n

The imagination effect when learning linguistic material<\/span>
\nOlga Ignatova, Slava Kalyuga, & John Sweller, University of New South Wales, Australia<\/p>\n

The effects of presentation orders of worked and problems on third grader\u2019s learning area concept in a digital learning environment<\/span>
\nHuei-Min Wu, Hui-Chuan Huang, Shyh-Chii Tzeng, You-Jia Huang, & Ning-Chun Tan, Fo Guang University, National Taipei University of Education, Taiwan<\/p>\n

Cognitive loads in proportional reasoning: Randomized control design involving worked examples<\/span>
\nBrendan Bentley, Mohan Chinnappan, & Greg Yates, University of South Australia<\/p>\n

The effect of step guidance in teaching mathematics<\/span>
\nSahar Bokosmaty, University of Wollongong, Australia<\/p>\n

Allowing learners to adapt diagrams to self-manage split attention<\/span>
\nShirley Agostinho, Sharon Tindall-Ford, & Sahar Bokosmaty, University of Wollongong, Australia<\/p>\n

Theme 4: Learning with information technologies<\/b><\/p>\n

The effect of stereoscopic technology on college students: In terms of cognitive load theory<\/span>
\nSheng-Yao Tai, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan<\/p>\n

Concept mapping in a hypertext environment: Impact of concept picture presentation and spatiality of the domain<\/span>
\nMyl\u00e8ne Sanchiz, Franck Amadieu, & Julie Lemari\u00e9, University of Toulouse, France<\/p>\n

Multimedia learning in the UAE: A cognitive load perspective<\/span>
\nJase Moussa-Inaty & Fida Attalah, Zayed University, The United Arab Emirates<\/p>\n

Macrostructural consistency between previous learning and concept mapping: Impacts on performance and cognitive load<\/span>
\nSimon Marquez, Franck Amadieu, & Aline Chevalier, University of Toulouse, France<\/p>\n

Exploring the effects of degree of interactivity on simulation based learning environment<\/span>
\nIng-Ling Lin, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan<\/td>\n<\/tr>\n

15:30<\/td>\n15:45<\/td>\n\n

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

15:45<\/td>\n16:45<\/td>\nSession Element Interactivity
\n<\/b>Chair<\/span><\/p>\n

Element interactivity effect associated with balance and inverse methods in equation solving<\/span>
\nBing Hiong Ngu, University of New England, Australia<\/p>\n

Task complexity and adaptive instruction: Some experimental findings of the isolated-interactive elements effect<\/span>
\nPaul Blayney, Slava Kalyuga, & John Sweller, University of Sydney and University of New South Wales, Australia<\/p>\n

Using primary knowledge to enhance problem solving in secondary domains<\/span>
\nAmina Youssef-Shalala, Paul Ayres, & John Sweller, University of New South Wales, Australia<\/p>\n

A comparison of different design when using the isolated-elements strategy<\/span>
\nDominique Bellec, Andr\u00e9 Tricot, & Paul Ayres, University of Toulouse, France and University of New South Wales, Australia<\/p>\n<\/td>\n<\/tr>\n

19:00<\/b><\/td>\n\u00a0<\/b><\/td>\nSocial event: Wine and Cheese Tasting<\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Thursday, June 27, 2013 8:30 9:00 Coffee 9:00 09:45 Keynote Speaker Dan Robinson, Colorado State University, USA Making tasks desirably difficult vs. reducing extraneous cognitive load 09:45 11:05 Session Expert-Novice Comparison ChairCognitive load and performance in a dynamic hazard perception … 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-173","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/173","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=173"}],"version-history":[{"count":19,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/173\/revisions"}],"predecessor-version":[{"id":249,"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/pages\/173\/revisions\/249"}],"wp:attachment":[{"href":"https:\/\/blogs.univ-tlse2.fr\/cltc2013\/wp-json\/wp\/v2\/media?parent=173"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}