Cognitive load (CL) refers to the amount of mental effort learners exert to process new information in their working memory. The amount of load affects the learner’s ability to transfer the information from working memory to long-term memory i.e. Store the material to be learned. We have been exploring how technology might enhance or detract from the overall educational experience. Cognitive Load Theory would suggest, when not used well, technology itself becomes part of the extraneous load learners must manage. Christopher Pappas (2014) does a nice job describing Cognitive Load Theory and Instructional Design. Beyond course design, I’ve been contemplating cognitive load from a holistic perspective; specifically whether CL has an impact outside one course. I'm thinking in the context of stress, resilience, and burnout now. Does CL affect aspects of mental capacity outside of one course? Resiliency is the ability to bounce back from a stressor. The number and intensity of stressors affect the ability to bounce back. Like stress, if learners experience an intense CL, does it extend into other areas of their learning? For example, a course I completed last term had an intense extraneous load. Not only was it distracting from that course, but it affected my ability to focus on another course I was taking at the same time. The time and mental effort I invested in Course A distracted me from other aspects of my life, and not just Course B. In addition, the effects seem to have seeped into this term. I am again taking two courses and I seem to have reached my capacity for cognitive load. It's not because either course has a particularly intense load, I think it's because my resilience to that load has decreased and I haven't fully bounced back from the previous term. Is balancing cognitive load important in broader sense? I fully admit that I may have "worked too hard" and extended myself beyond capacity. How much of the responsibility is on the learner to also manage the load by understanding the requirements and balancing the load for themselves as well? How does a learner acquire this skill? I'm not sure the instructional designer/facilitator can mitigate all of the load for learners' circumstances (how could they possibly know the big picture for every learner?). From a holistic perspective, it becomes even more important to consider CL when planning course delivery and technology selection. The design challenge becomes mitigating cognitive load while balancing autonomy, interaction and structure (see Maximizing Learner Engagement) to develop effective educational experiences. Module 4: Driving Engagement
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What's this about?Documenting my exploration of Ed Tech and how it applies to the field of Adult Education. These are my Ang-ventures. ...see more Archives
April 2017
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