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Advances in Cognitive Load Theory: Rethinking Teaching

1st, 2020

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Towards sustainable technology-enhanced innovation in higher education : Advancing learning design by understanding and supporting teacher design practice

British journal of educational technology, 2018-11, Vol.49 (6), p.1014-1026

2018

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The use of a visual learning design representation to support the design process of teaching in higher education

Australasian Journal of Educational Technology, 2011-01, Vol.27 (6), p.961-978

Agostinho, Shirley

2011

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Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples

Education sciences, 2024-08, Vol.14 (8), p.813

2024

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Identifying the characteristics of support Australian university teachers use in their design work : Implications for the learning design field

Australasian Journal of Educational Technology, 2018-01, Vol.34 (2), p.1-15

2018

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Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

Educational technology & society, 2015-10, Vol.18 (4), p.89-99

2015

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The process of designing for learning: understanding university teachers' design work

Educational technology research and development, 2017-02, Vol.65 (1), p.125-145

2017

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Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Computers and education, 2015-02, Vol.81, p.211-220

2015

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Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)

Teaching and teacher education, 2024-12, Vol.152, p.104804, Article 104804

2024

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Understanding the design context for Australian university teachers: implications for the future of learning design

Learning, media and technology, 2011-06, Vol.36 (2), p.151-167

2011

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Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory

Educational psychology review, 2019-06, Vol.31 (2), p.293-317

2019

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Investigating University Educators’ Design Thinking and the Implications for Design Support Tools

Journal of Interactive Media in Education, 2016-02, Vol.2016 (1)

2016

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To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing

Educational psychology review, 2024-03, Vol.36 (1), p.2, Article 2

2024

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The Future of Learning Design

1, 2013

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Capturing Movement: A Tablet App, Geometry Touch, for Recording Onscreen Finger-based Gesture Data

IEEE transactions on learning technologies, 2024-01, Vol.17, p.1-11

2024

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'Maybe it's the environment you grow up in?' Australian primary school students' reflections on their school-based digital literacy

Technology, pedagogy and education, 2022-03, Vol.31 (2), p.231-246

2022

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Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

Educational psychology review, 2015-09, Vol.27 (3), p.427-443

2015

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Adaptive diagrams: Handing control over to the learner to manage split-attention online

Computers and education, 2013-05, Vol.64, p.52-62

2013

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Naturalistic Inquiry in E-Learning Research

International journal of qualitative methods, 2005-03, Vol.4 (1), p.13-26

Agostinho, Shirley

2005

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Managing One's Own Cognitive Load when Evidence of Split Attention is Present

Applied cognitive psychology, 2012-11, Vol.26 (6), p.878-886

2012

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The future of learning design: 1. publ

Agostinho, Shirley

2013

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Learning from Instructor-managed and Self-managed Split-attention Materials

Applied cognitive psychology, 2016-01, Vol.30 (1), p.1-9

2016

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Co‐thought gestures in children's mental problem solving: Prevalence and effects on subsequent performance

Applied cognitive psychology, 2018-01, Vol.32 (1), p.66-80

2018

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The engagement of social media technologies by undergraduate informatics students for academic purpose in Malaysia

Journal of information, communication & ethics in society (Online), 2014-08, Vol.12 (3), p.177-194

2014

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Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context

Australasian Journal of Educational Technology, 2004-08, Vol.20 (2), p.191-208

2004

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Advances in Cognitive Load Theory: Rethinking Teaching

Towards sustainable technology-enhanced innovation in higher education : Advancing learning design by understanding and supporting teacher design practice

The use of a visual learning design representation to support the design process of teaching in higher education

Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples

Identifying the characteristics of support Australian university teachers use in their design work : Implications for the learning design field

Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

The process of designing for learning: understanding university teachers' design work

Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)

Understanding the design context for Australian university teachers: implications for the future of learning design

Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory

Investigating University Educators’ Design Thinking and the Implications for Design Support Tools

To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing

The Future of Learning Design

Capturing Movement: A Tablet App, Geometry Touch, for Recording Onscreen Finger-based Gesture Data

'Maybe it's the environment you grow up in?' Australian primary school students' reflections on their school-based digital literacy

Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

Adaptive diagrams: Handing control over to the learner to manage split-attention online

Naturalistic Inquiry in E-Learning Research

Managing One's Own Cognitive Load when Evidence of Split Attention is Present

The future of learning design: 1. publ

Learning from Instructor-managed and Self-managed Split-attention Materials

Co‐thought gestures in children's mental problem solving: Prevalence and effects on subsequent performance

The engagement of social media technologies by undergraduate informatics students for academic purpose in Malaysia

Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context

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