Difference between revisions of "Cognitive Load"
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=='''Job Aid'''== | =='''Job Aid'''== | ||
[[Image:pdf.png]] [[Media:CognitiveLoad.pdf|Considering the cognitive load while designing a course]]}} | [[Image:pdf.png]] [[Media:CognitiveLoad.pdf|Considering the cognitive load while designing a course]]}} | ||
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+ | |[http://www.elearnerengaged.com/improve-content-retention/ Learning and Retention: How to Improve Content Retention in Training (Video, 3 min)] | ||
+ | |The content is meant to help instructors question whether they are setting up their courses for short term or long term results - when they define the learning objectives. It discusses content retention strategies and the drawbacks of only teaching for short term retention. This video touches on the importance to think about training for long term memory retention. | ||
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==References== | ==References== | ||
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Revision as of 09:21, 11 October 2011
COGNITIVE LOAD |
The amount of information that loads 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.
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Considering the cognitive load while designing a course |
General Guidelines
Job AidConsidering the cognitive load while designing a course |
Web Resources |
Below you have the link to further resources related to learning goals: |
Link | Content |
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Learning and Retention: How to Improve Content Retention in Training (Video, 3 min) | The content is meant to help instructors question whether they are setting up their courses for short term or long term results - when they define the learning objectives. It discusses content retention strategies and the drawbacks of only teaching for short term retention. This video touches on the importance to think about training for long term memory retention. |
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)