Difference between revisions of "Cognitive Load"

Difference between revisions of "Cognitive Load"

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(New page: {{Term|COGNITIVE LOAD|Load on working memory during the instruction. Cognitive load theory has crucial implications for instructional design, as it provides a general framework for instruc...)
 
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Revision as of 10:26, 3 March 2010

Term2.png COGNITIVE LOAD
Load on working memory during the instruction. Cognitive load theory has crucial implications for instructional design, as it provides a general framework for instructional designers and allows them to control the conditions of learning. This theory identifies three kinds of cognitive load:
  • Intrinsic cognitive load: load associated with every instruction that cannot be affected by the way an instructor designs the learning process and presents information to learners. Intrinsic load is generally thought to be immutable.
  • Extraneous cognitive load: Unnecessary cognitive load which is associated with the way the instructor designs the learning process and presents information to learners. For instance, extraneous cognitive load occurs when the instructor provides learners with too much information or make it unnecessary complex or confuse.
  • Germane cognitive load: load devoted to the processing, construction and registration of information. Instructional designers can help learners facing germane load by limiting extraneous load.[1]


References

  1. ↑ Information Management Resource KIT. Guidelines for authors. Module on Community Building and Electronic Networking (January 2004), Writing content for e-learning: Guidelines for authors (June 2008), en.wikipedia.org/wiki/Cognitive_load
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