Difference between revisions of "Cognitive Load"
From Learning and training wiki
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| − | 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 with essential information | + | 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>}} |
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=='''Job Aid'''== | =='''Job Aid'''== | ||
| − | [[Image:pdf.png]] [[Media:Cognitive_Load.pdf| | + | [[Image:pdf.png]] [[Media:Cognitive_Load.pdf|Considering the cognitive load while designing a course]]}} |
==References== | ==References== | ||
<references/> | <references/> | ||
Revision as of 11:20, 23 March 2010
 COGNITIVE LOAD |
| Load on working memory during the learning process. The 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. The working memory has a limited capacity and, hence, selects only little information to be registered in the long-term memory. Moreover, it is impossible to control what pieces of information will be selected.
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 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)