Difference between revisions of "Cognitive Load"

Revision as of 17:17, 22 March 2010

COGNITIVE LOAD

Load on working memory during the learning process. Working memory corresponds to the part of the brain that provides temporary storage of new information, processes it and finally integrates it in the long-term memory. Whereas long-term memory is potentially unlimited, working memory has a limited capacity and, hence, selects only little information to be hold for few seconds and then registered in the long-term memory. While designing a learning process it is essential to take into account the limited capacity of working memory and avoid overloading it, because it is not possible to control what pieces of information will be selected and saved in the long-term memory. If learners are given too much information they might not even retain the essential one. Therefore, it is crucial to provide them only with necessary information in order to make sure they will remember what is needed to meet the learning objectives. Additional information can be included in the optional readings, but it is highly recommended to identify the difference between what is necessary and what is nice to know, in order to stress the importance for learners to retain at least the essential information. [1]

Taking care of cognitive load

Step by Step Keep in mind that: The working memory is limited Too much information might overwhelm learners It is impossible to control which information will be registered in the long term memory Give learners the essential information only Identify: What is necessary to know (to be included in the compulsory readings) What is nice to know (to be included in the optional readings) Make sure learners will remember what is needed to meet the learning objectives Make sure the text included in each slide is not too long Make sure the amount of slides per lesson is reasonable Make sure each lesson covers one main topic only [2] Job Aid Taking care of cognitive load

References

1. ↑ Wikipedia (1 March 2010), edutechwiki (2 March 2010), edtechdev.wordpress.com (2 March 2010), www.ncbi.nlm.nih.gov (18 March 2010), Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, www.beyondbulletpoints.com (June 2004), George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”, Psychological Review 63, 81-97 (1956)
2. ↑ Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, www.beyondbulletpoints.com (June 2004), George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”, Psychological Review 63, 81-97 (1956)