Transcript Cognitive load - Instructional Design & delivery / 2010 + Research

Theorist
: Dr. J. Sweller
Lecturer
: Dr. BalaKrishnan Muniandy
Prepared by
Matrix
: Rosli Bin Che Din
: s-qm0027/10
Background of the proponent

Dr. John Sweller is currently working at the
University of New South Wales, Sydney,
Australia. He leads a team investigating
cognitive processes and their applications
for teaching techniques and instructional
design, with cognitive load theory being
the major framework (UNSW, 2006).
The main principles and
concepts involved
According to Chipperfield (2006), CLT is based on
the following principles of cognitive learning:
 Capacity of STM (working memory) is limited - 7
informational units.
 LTM is unlimited in capacity - where all
information and knowledge is stored.
 Knowledge stored in LTM - schemas or
schemata
 Schemas, no matter how large or how complex,
are treated as a single entity in working memory.
 Schemas can become automated
- Working memory is extremely limited.
- Long term memory is essentially unlimited.
- The process of learning requires working
memory to be actively engaged in the
comprehension (and processing) of
instructional material to encode to-be-learned
information into long term memory.
 - If the resources of working memory are
exceeded then learning will be ineffective




Redesigning instructional materials to reduce
the levels of extraneous cognitive load may
enhance learning
Situation or subject most
suitable for its application:


According to Kearsley (2006), cognitive load
theory can be best applied in the areas of
instructional design of cognitively difficult
and technically challenging material.
According to Kearsley (2006) - to maintain
effective learning environment we need to
keep the cognitive load of the learners at a
minimum during the learning process.
Diagram :
=
+
+

Cipperfield (2006) states that for a given
problem or task, ‘I’ cannot be changed. But
‘G’ and ‘E’ can vary and are inversely
proportional to each other. Because
according to Chipperfield (2006), the more
extraneous load the less room for germane
load.
Some sources of extraneous
cognitive load




CLT is concerned with the distribution and
use of working memory resources during
learning and problem –solving .
All cognitive activities will impose cognitive
load.
Schema acquisition is an important
ingredient of learning and problem-solving.
There are differences between schema-using
experts and novices using means-end
strategy.


If instruction is designed without
consideration of schema acquisition, we
might expect it to generate cognitive
activities that are incompatible with learning
on some occasions
Problem solving, split attention and
redundancy - instructional procedures that
impose an unnecessary working memory
load




Change problem solving methods to avoid
means-ends approaches
Physically integrate multiple sources - to
eliminate the need for learners to have to
mentally integrate that information
Reduce redundancy - repetitive information
whenever possible
Use auditory and visual information - under
conditions where both sources of information
are essential





Remembering information (Cooper, 1998)
Chunking information (Cooper, 1998)
Use Goal free problems (Cooper, 1998)
Modality effect - People learn better when
words are presented as speech rather than
onscreen text
Multimedia effect- People learn better when
both words and graphics are included, as long
as the graph is not self-explanatory



Contiguity effect -People learn better when
you place print words near corresponding
graphics
Redundancy effect - Simultaneous
presentations of similar (redundant) content
must be avoided
Coherence effect - learning is hindered when
extraneous sound, pictures, and words are
used in teaching.

Split attention effect - integrate the text
into the graphic in such a way that the
relationships between textual components
and graphical components are clearly
indicated.

Worked example effect - This strategy is
highly effective for teaching math based
content (Cooper, 1998).
Conclusion

Cognitive load theory uses knowledge of our
cognitive architecture to suggest that many
commonly used instructional procedures
impose a heavy working memory load that
interfere with the very learning intended by
the instructional procedure. (sweller,1999)

keep the cognitive load of the learners at a
minimum during the learning process to
maintain effective learning
environment.(Kearsley,2006)
Instructional Design In Technical Areas, J.Sweller
(1999).Cognitive Load Theory,3,36-55
 http://usaoll.org/iddtheorywb/htmlcognitiveload
/theorists1.htm
 http://education.arts.unsw.edu.au/researcheducation/cognitive-load-theory/
 http://www.southalabama.edu/oll/mobile/theory
_workbook/cognitive_load_theory.htm#theory
 http://www.youtube.com/watch?v=OtXtYNOiEI
U&feature=related
 http://www.youtube.com/watch?v=RyuOU2Ras
RQ
