Cognitive Load
Overview
The cognitive load theory looks at our cognitive structure (the way we process information). This theory focuses on working memory during instruction and how much information can be held at one time. There are 3 types of cognitive load which include; Intrinsic, Extraneous, and Germane.
Intrinsic cognitive load refers to the complexity of the information that is presented. Extraneous cognitive load refers to the way in which information is presented to learners, and germane cognitive load refers to integrating new information with existing knowledge (creating connections).
(David, 2014)
The cognitive load theory looks at our cognitive structure (the way we process information). This theory focuses on working memory during instruction and how much information can be held at one time. There are 3 types of cognitive load which include; Intrinsic, Extraneous, and Germane.
Intrinsic cognitive load refers to the complexity of the information that is presented. Extraneous cognitive load refers to the way in which information is presented to learners, and germane cognitive load refers to integrating new information with existing knowledge (creating connections).
(David, 2014)
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Guidelines for Use
Guideline 1 - Manage Intrinsic Load
Guideline 1 - Manage Intrinsic Load
- There is an inherent difficulty with new tasks. Educators cannot change this inherent difficulty but they can manage it. Break large topics into subtopics and teach them in isolation so that they can later be combined and taught together.
- Extraneous cognitive load is increased by ineffective teaching methods such as making tasks more complex than they need to be. As a result, educators should eliminate ineffective teaching methods by making tasks simple rather than complex. For example, use an image to describe an object rather than verbally trying to explain it.
- Educators should aim for their students to create connections while learning. Facilitate the integration of new information with existing knowledge. Include prompts such as “remember when we discussed this last week” to help maximize this.
Good Examples of Use
Example 1- FlipGrid
Example 1- FlipGrid
- An application where instructors can create a grid for video discussions.
- Educators can create grids for different topics throughout the course and pose a question.
- Students can record short videos in response to the question to explain what they have learned and make connections. They can also reply to other’s videos to extend their learning.
Helpful Resources
Resource 1 - What is the Cognitive Load Theory
Resource 1 - What is the Cognitive Load Theory
- This is a video which explain what the cognitive load theory is and how to use it.
- This is an article which describes the cognitive load theory and how educators can effectively instruct to reduce cognitive overload
- This website provides 5 ways to reduce cognitive load in E-Learning.
Research
David, L. (2014) "Cognitive Load Theory of Multimedia Learning (Sweller). Learning Theories,
Retrieved from https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Shaw, A. (2018). Cognitive load theory: Structuring learning materials for maximum retention. Retrieved from https://ctl.learninghouse.com/cognitive-load- theory-structuring-learning-materials-for-maximum-retention
Wolf, A. (2012, March, 23). Introduction to Cognitive Load Theory. [Video File]. Retreived from https://www.youtube.com/watch?v=9ZcjWzXTHnn
Author
Submitted by: Ashley Abraham
Contact Info: ashley.abraham@uoit.net
Bio: Ashley Abraham is currently completing a Master of Education at the University Of Ontario Institute Of Technology. She is a Registered Early Childhood Educator in Toronto, Ontario. During her spare time she volunteers under the Child Life Department at The Hospital for Sick Children.
David, L. (2014) "Cognitive Load Theory of Multimedia Learning (Sweller). Learning Theories,
Retrieved from https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Shaw, A. (2018). Cognitive load theory: Structuring learning materials for maximum retention. Retrieved from https://ctl.learninghouse.com/cognitive-load- theory-structuring-learning-materials-for-maximum-retention
Wolf, A. (2012, March, 23). Introduction to Cognitive Load Theory. [Video File]. Retreived from https://www.youtube.com/watch?v=9ZcjWzXTHnn
Author
Submitted by: Ashley Abraham
Contact Info: ashley.abraham@uoit.net
Bio: Ashley Abraham is currently completing a Master of Education at the University Of Ontario Institute Of Technology. She is a Registered Early Childhood Educator in Toronto, Ontario. During her spare time she volunteers under the Child Life Department at The Hospital for Sick Children.