Category Cognitive Psychology
A Zombie is a person who seems only partly alive, without any feeling or interest in what is happening. While we often speak of other technologies that came before AI and say that they did more good than bad, we forget that they didn’t think for us. Until AI arrived on the scene, humans had saved the best of our abilities for our race, but AI can think, plan, schedule, discuss, write, explain, visualize, and even draw for us.
This post strips the terminology from this discussion and explains the 10 ill-effects of AI on humans and their cognitive and affective capabilities.
Fourteen links that discuss several key instructional design concepts such as Bloom’s and Krathwohl’s Taxonomies, Merrill’s First Principles, John Sweller’s Cognitive Load theory, Miller’ rule, the ARCS model, constructivism, novice vs, expert, learning objectives, action verbs, audience analysis, and more.
Men and women react differently to the recession. Men stop buying underwear; women start buying lipstick. The question is – do they learn differently, too? Are gender-based cognitive differences real? What difference does it make to the instructional designers creating content for the adult learners?
Merrill’s First Principles connect deeply with several other instructional design principles, and this is why, regardless of your own process of building effective courses, you’ll find the principles reflected in your design. In this post, we see how these principles reflect in the IDCDT-AIM Course.
What is ghosting? Why does it happen? How does it impact both parties? How to deal with being ghosted? Why is ghosting on the rise? How ID helps?
And a glossary of ghosting-related terms, such as Orbiting, Bread-crumbing, Caspering, Submarining, and Zombying.
