1. Regarding STM... how would you consider input this for a deaf-blind individual? My initial thought is tactile, through braille.
2. Can you elaborate on ICL, ECL and GCL, without using a computer based analogy?
This looks quite interesting, I look forward to reading more as you learn. I will also be looking into your sources at some point, they look applicable to some of my studies.
1) I do not know much about deaf-blind studying, so I can't really answer this, my sincere apologies.
2.1) ICL is load coming from complexity/element interactivity, inherent to the task itself, and thus is a base value that is immutable unless by the process of learning itself. If you have learned the material, the information is already organized in your head, thus the ICS is lower, as you do not need to process it in WM (information-store & narrow-limits-of-change & randomness-as-genesis principles)
2.2) GCL is load that comes from manipulating or processing information, in particular novel information, in ways like: Evaluation, organizing, relating, etc. This significantly enhances learning as it makes sure that you store information in organized mental schemas; Cognitive Schemas; which can also be seen as chunks of information.
2.3) ECL thus is seen as a sort of rest load, load coming from processing information that is irrelevant to both the task (ICL) and learning (GCL); think of distraction or badly designed instruction, an example of ECL increasing is when information gives a split-attention effect: Information from multiple sources inunderstandable in isolation (they reference each other) separated either spatially or temporally (in space or time) but must be mentally integrated.
Regarding the initial input of STM: Expanding beyond the implicit bias of two primary senses, sight and auditory processing, would give a perspective from the extreems of the bell curve and look at more subtle functions of filtering.You might consider a thought exercise around either the absence of a sense, a hypersensitive sense or delayed processing of a sense for longer than 20s. Any of these factors could influence STM and transference to LTM. In the context of education, outliers seem to be more valuable than the statistical middle, because "normal" keeps shifting.
Hum... Dr. Maria Montessori's "Great Lessons" come to mind with your explanation. The framework being similar to reading "A Brief History of Time" with experiments as a PreKinderPrimer then breaking it down into smaller categories over the sponge/Grammar stage.
My apologies for not posting more than two posts. The reason is that my schedule is extremely packed with my school secondarily, and my research primarily. I have 44 concepts to go over in 10 weeks for my book; which means that I need to read/learn about 32 papers per week. Therefore, I have but little time for other things, unfortunately, as I really did hope to be able to post weekly.
1. Regarding STM... how would you consider input this for a deaf-blind individual? My initial thought is tactile, through braille.
2. Can you elaborate on ICL, ECL and GCL, without using a computer based analogy?
This looks quite interesting, I look forward to reading more as you learn. I will also be looking into your sources at some point, they look applicable to some of my studies.
1) I do not know much about deaf-blind studying, so I can't really answer this, my sincere apologies.
2.1) ICL is load coming from complexity/element interactivity, inherent to the task itself, and thus is a base value that is immutable unless by the process of learning itself. If you have learned the material, the information is already organized in your head, thus the ICS is lower, as you do not need to process it in WM (information-store & narrow-limits-of-change & randomness-as-genesis principles)
2.2) GCL is load that comes from manipulating or processing information, in particular novel information, in ways like: Evaluation, organizing, relating, etc. This significantly enhances learning as it makes sure that you store information in organized mental schemas; Cognitive Schemas; which can also be seen as chunks of information.
2.3) ECL thus is seen as a sort of rest load, load coming from processing information that is irrelevant to both the task (ICL) and learning (GCL); think of distraction or badly designed instruction, an example of ECL increasing is when information gives a split-attention effect: Information from multiple sources inunderstandable in isolation (they reference each other) separated either spatially or temporally (in space or time) but must be mentally integrated.
I hope this answers your question adequately.
Regarding the initial input of STM: Expanding beyond the implicit bias of two primary senses, sight and auditory processing, would give a perspective from the extreems of the bell curve and look at more subtle functions of filtering.You might consider a thought exercise around either the absence of a sense, a hypersensitive sense or delayed processing of a sense for longer than 20s. Any of these factors could influence STM and transference to LTM. In the context of education, outliers seem to be more valuable than the statistical middle, because "normal" keeps shifting.
Thank you for the suggestion, I shall seek to find research on that, as soon as I can create the time for it.
As a side-note, do you have LinkedIn?
Good luck with your research hun. I have a LinkedIn profile but I don't have much formal work experience so never work with it.
2.1 and 2.2
Hum... Dr. Maria Montessori's "Great Lessons" come to mind with your explanation. The framework being similar to reading "A Brief History of Time" with experiments as a PreKinderPrimer then breaking it down into smaller categories over the sponge/Grammar stage.
I will get back to this today.
My apologies for not posting more than two posts. The reason is that my schedule is extremely packed with my school secondarily, and my research primarily. I have 44 concepts to go over in 10 weeks for my book; which means that I need to read/learn about 32 papers per week. Therefore, I have but little time for other things, unfortunately, as I really did hope to be able to post weekly.
The cool thing about blogs is they take time to build momentum. Life happens.