Difference between revisions of "Cognitive Load"
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| − | {{Term|COGNITIVE LOAD|The amount of information that oads the working memory in a learning process. The working memory is the part of the brain that provides temporary storage for new information. It is responsible for processing the information and then integrating it in the long-term memory. The working memory has limited capacity. It can only process and select little information to be integrated in the long-term memory. It is impossible to control what information is selected for processing and long-term storage. | + | {{Term|COGNITIVE LOAD|The amount of information that oads the working memory in a learning process. The working memory is the part of the brain that provides temporary storage for new information. It is responsible for processing the information and then integrating it in the long-term memory. The working memory has limited capacity. It can only process and select little information to be integrated in the long-term memory. It is impossible to control what information is selected for processing and long-term storage. |
The cognitive load is a very important aspect to be considered while designing a learning process. it is highly recommended to take into account the cognitive load, the limited capacity of the working memory and the impossibility to control its selection process. It is crucial to provide learners only with essential information. If they are given too much information they might be overwhelmed and may not even retain the most important details. A rule of thumb to follow is to identify the difference between what is necessary to know in order to meet the [[Learning Objectives|learning objectives]], and what is nice to know. Information that is nice to know could refer to additional material related to the topic which is not essential to meet the learning objectives. What is necessary to know should be included in the compulsory readings, in order to stress the importance for learners to remember it. What is nice to know should be included in the optional readings, as it is not mandatory for learners to retain that information. <ref>[http://en.wikipedia.org/wiki/Cognitive_load Wikipedia] (1 March 2010), [http://edutechwiki.unige.ch/en/Cognitive_load edutechwiki] (2 March 2010), [http://edtechdev.wordpress.com/2009/11/16/cognitive-load-theory-failure/ edtechdev.wordpress.com] (2 March 2010), [http://www.ncbi.nlm.nih.gov/pubmed/173635 www.ncbi.nlm.nih.gov] (18 March 2010), Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, [http://www.beyondbulletpoints.com 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) </ref>}} | The cognitive load is a very important aspect to be considered while designing a learning process. it is highly recommended to take into account the cognitive load, the limited capacity of the working memory and the impossibility to control its selection process. It is crucial to provide learners only with essential information. If they are given too much information they might be overwhelmed and may not even retain the most important details. A rule of thumb to follow is to identify the difference between what is necessary to know in order to meet the [[Learning Objectives|learning objectives]], and what is nice to know. Information that is nice to know could refer to additional material related to the topic which is not essential to meet the learning objectives. What is necessary to know should be included in the compulsory readings, in order to stress the importance for learners to remember it. What is nice to know should be included in the optional readings, as it is not mandatory for learners to retain that information. <ref>[http://en.wikipedia.org/wiki/Cognitive_load Wikipedia] (1 March 2010), [http://edutechwiki.unige.ch/en/Cognitive_load edutechwiki] (2 March 2010), [http://edtechdev.wordpress.com/2009/11/16/cognitive-load-theory-failure/ edtechdev.wordpress.com] (2 March 2010), [http://www.ncbi.nlm.nih.gov/pubmed/173635 www.ncbi.nlm.nih.gov] (18 March 2010), Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, [http://www.beyondbulletpoints.com 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) </ref>}} | ||
Revision as of 09:28, 13 April 2010
 COGNITIVE LOAD |
| The amount of information that oads the working memory in a learning process. The working memory is the part of the brain that provides temporary storage for new information. It is responsible for processing the information and then integrating it in the long-term memory. The working memory has limited capacity. It can only process and select little information to be integrated in the long-term memory. It is impossible to control what information is selected for processing and long-term storage. The cognitive load is a very important aspect to be considered while designing a learning process. it is highly recommended to take into account the cognitive load, the limited capacity of the working memory and the impossibility to control its selection process. It is crucial to provide learners only with essential information. If they are given too much information they might be overwhelmed and may not even retain the most important details. A rule of thumb to follow is to identify the difference between what is necessary to know in order to meet the learning objectives, and what is nice to know. Information that is nice to know could refer to additional material related to the topic which is not essential to meet the learning objectives. What is necessary to know should be included in the compulsory readings, in order to stress the importance for learners to remember it. What is nice to know should be included in the optional readings, as it is not mandatory for learners to retain that information. [1] |
 Considering the cognitive load while designing a course |
General Guidelines
Job Aid Considering the cognitive load while designing a course |
References
- ↑ 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)
- ↑ 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)