Difference between revisions of "Cognitive Load"
From Learning and training wiki
| Line 1: | Line 1: | ||
{{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 instructional designers and allows them to control the conditions of learning. This theory identifies three kinds of cognitive load: | {{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 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. | *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: | + | *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.<ref> | + | *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.<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)</ref>}} |
Revision as of 10:32, 3 March 2010
 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:
|
References
- ↑ Wikipedia (1 March 2010), edutechwiki (2 March 2010), edtechdev.wordpress.com (2 March 2010)