Roxanna Moreno at University of New Mexico, http://www.unm.edu/~moreno/

Dr. Roxana Moreno is an Associate Professor in Educational Psychology at the University of New Mexico. She earned her Ph.D. in psychology with an emphasis in cognitive science from the University of California, Santa Barbara, U.S.A. and her J.D. in law from the University of Buenos Aires, Argentina. Her research interests are in human memory, learning, and higher-order cognition with special interest in applying cognitive and motivation theories to educational technology and individual differences in learning. Dr. Moreno is ranked as one of the twenty most prolific individual scholars conducting educational psychology research during the past five years (Smith et al., 2003). Among her awards are receiving the APA Division 15, Richard E. Snow Award for Early Contributions and the Presidential Early Career Award in Science and Engineering (PECASE). She is currently the Principal Investigator for two National Science Foundation grants which total over 2,5 million dollars. The first one, entitled "Bridging the Gap Between Theory and Practice in Teacher Education: Guided Interactive Virtual Environments (GIVEs) for Case-Based Learning," is aimed at developing and evaluating virtual classrooms as thinking tools for teacher education. The second grant, entitled "Assessing Cognitive Diversity: Implications for Hispanic, Native American, and White Children's Mathematics Learning," is a longitudinal study of the factors that have been hypothesized to explain achievement gap in standardized mathematics' tests. Dr. Moreno is an Editorial Board Member for Educational Psychology Review and Educational Psychologist, serves as ad-hoc reviewer for the Journal of Educational Psychology, and Cognition and Instruction, and serves as a reviewer and Chair of research sessions held by the National Science Foundation, the U.S. Department of Education, the American Educational Research Association, the European Association for Research on Learning and Instruction, and the American Association for Computing Machinery.

Talk Title:
The Relationship Between Minds-On and Hands-On Activity in Instructional Design: Evidence from Learning with Interactive and Non-Interactive Multimedia Environments

Abstract:
What is the role of minds-on and hands-on activities on learning from multimedia environments? In this presentation, I will review a set of experimental studies aimed at testing design principles that are based on cognitive and motivation theories of learning. Specifically, I will discuss whether and under what conditions including guidance, activity, reflection, feedback, and control promotes students' learning and perceptions about learning. Finally, I offer directions for future instructional technology research.