17. References
• Wikipedia-Cognitive load
• http://en.wikipedia.org/wiki/Cognitive_load
• Research into Cognitive Load Theory and Instructional
design at UNSW
• http://dwb4.unl.edu/Diss/Cooper/UNSW.htm
• Cognitive Load –Edu Tech Wiki
• http://edutechwiki.unige.ch/en/Cognitive_load
• Wikipedia-Short Term Memory
• http://en.wikipedia.org/wiki/Short-
term_memory
Editor's Notes
Today I'll be talking about the Cognitive Load theory which is founded in the Cognitivism theory of learning.
CLT was founded by Sweller, 1998.
CLT focuses on how information is received, organised, stored, and retrieved by the human mind.
The human memory is made up of the short term memory and the long term memory.
The short term memory receives information through the five senses of sight, hearing, taste, touch, and smell.
This information is also processed in the short term memory, but stored in the long term memory.
The short term memory (when in active state) has limited capacity for holding information; a commonly cited capacity is 7 plus or minus 2 elements.
When the short term memory is overloaded, learning is negatively impacted.
There are 3 types of cognitive load:
Intrinsic cognitive load: Speaks to the nature of the materials
Extraneous cognitive load: Refers to the manner in which the information is presented
Germane cognitive load: Speaks to the processing and automation of information
What is the connection between cognitive load theory and teaching?
The connection is that for maximum learning to occur, instruction (or learning materials) should be designed in consideration of the human memory such as follows.
Activate prior knowledge –Start by finding out what your students already know about the subject matter and build on it.
Chunk information – That makes, put related topics together. This makes for easy assimilation and retention.
Use graphical organisers like concept maps to reduce use of texts or words.
Use mind maps to illustrate the relationship between concepts.
Use graphs when applicable to present information.
Use pictures to illustrate difficult concepts so that your students can understand.
Use less of words and more of pictures.
Remember ‘A picture is worth more than a thousand words!’
There is always a place for CLT in education, especially in teaching complex concepts like the picture above.
