The learning material described the cognitive load theory and its origin.
It also discusses the types of cognitive load, their effects and how they can be mitigated by the teachers during teaching and learning activities.
This guide on cognitive load theory can be used in the class and at home.
Type of Material:
Reference Material
Recommended Uses:
The learning material can be successfully used in class and at home.
It is appropriate for use by individual learners either in the class or at home.
The material can also be used in groups.
It would be useful in instructional design and in the creation of materials for learners at any stage/age.
Technical Requirements:
No additional requirements - basic webpage
Identify Major Learning Goals:
Students will be able to describe the cognitive load theory with reference to its proponent.
Students will be able to define cognitive load. Students will be able to mention and describe the types of cognitive load.
Students will be able to understand the effects of different types of cognitive load on teaching effectiveness.
Students will be able to explain how to reduce cognitive load.
Students will be able to mention the importance of prior knowledge in effective teaching.
Students will be able to explain the core components/elements of the cognitive load theory
Target Student Population:
Grade School, Middle School, High School, College General Ed, College Lower Division, College Upper Division, Graduate School, Professional, Pre-K
The material is useful for Education courses in the teacher education programs at the level of undergraduate and postgraduate or below.
It is also relevant at the foundation levels (year 1 or year 2) of any teacher education programmes.
It can also be used to teach students at the foundation levels in Psychology program in the social sciences.
Prerequisite Knowledge or Skills:
Basic understanding of Instructional Design and/or teaching and learning in general
Content Quality
Rating:
Strengths:
The content of the learning material is clear, logical, current and emerging in the teacher education programme.
The cognitive load theory material provides accurate information supported by appropriate research in education.
The material demonstrates core concepts grounded in the education discipline
Concerns:
The language of instructions in the learning guide is not formal. Examples are, "Wanna know all about it? I thought so, let’s dive in."
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The cognitive load theory definitive guide explores the relationships between concepts and easy to integrate into curriculum assignment.
It is efficient and can be utilized to measure students’ learning objectives.
It a productive teaching tool that will enable students to learn many things within a short time.
Use of Audiovisuals to cater for students’ diverse learning styles
Concerns:
The material does not recognize the need for prior knowledge despite pointing out its importance in the material itself.
Hanging diagram without explanations. An example is Willingham Simple Memory Model which was presented in the material but not explained. This has a tendency to also improve the learners’ cognitive load.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The instructions in the learning material are succinct.
The material is relatively easy to use and engaging
Concerns:
There are many ads-in within the material which have the capacity to distract the learners.
There are several links to the external materials with the cognitive load learning material to explain certain concepts. These materials are also lengthy material which may be burdensome to the learners. The concepts should have been explained briefly within the learning material while suggestions for further readings are provided at the end of the materials for interested readers.
The line and paragraph spacing within the learning materials do not follow a particular style which makes the material not visually appealing.
Creative Commons:
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