Sweller (1988) distinguishes between three different cognitive loads. Intrinsic Cognitive Load (IL) is the effort associated with a specific topic. Extraneous Cognitive load (EL) refers to the way information or tasks are presented to a learner. And, Germane Cognitive Load (GL) refers to the work put into creating a permanent store of knowledge, or a schema. if cognitive overload takes place, then learners will be more likely to make errors, not fully engage with the subject materials.
Cognitive Up-shift – When a learner is actively adding to his/her cognitive load.
Cognitive Redline – When a learner’s cognitive load capacity has been reached or breached.
Cognitive Stall – When a learner has disengaged from learning.
How to reduce Extraneous Overhead
A. Words should be placed close as possible to the corresponding graphics
B. Break content into smaller chunks and let the learner set the pace (spread out learning over time)
C. Present some information via the visual channel and some via the verbal channel
D. Remove non-essential content
E. Don’t narrate on-screen text word-for-word
https://elearningindustry.com/5-ways-to-reduce-cognitive-load-in-elearning
How To Use The Frederic Bartlett ‘s Schema Theory
3. Provide pre-assessments (Break the Illusion of what people think they know and can do)
4. Develop real world associations
5. Rely On A Self-Paced Learning Approach
6. CE – Feel – Use realistic branching scenarios and simulations
9. AE – Do – Put Information into context and apply the learning with hands-on tasks
Adding the 3 missing steps from the 9 events to instruction by Gange
2. Challenge people
7. RO – Watch – By analysing processes and procedures during demonstrations
8. AC – Learn – Make students think during an assessment: with a formative assessment strategy that visually highlight the impact of learners’ choices. (Stimulate Recall)
https://elearning.adobe.com/2018/04/create-sticky-learning-experience-compliance-training
This way combining the best of many learning theories
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