EDUC 631 - Foundation of Educ Tech Online Learning
Cognitive Load Theory
My YouTube Video on Cognitive Load Theory
Cognitive Load Theory
My YouTube Video on Cognitive Load Theory
Cognitive Load Theory
This week’s video discussion is on Cognitive
Load Theory which is how people’s memory is affected by information overload. This week’s presentation provided information
on G. A. Miller’s theory who believed the Cognitive Load Theory is how most
people are limited to processing less than 9 elements of information at once. One
of the examples given was people can remember a 7-digit telephone number;
however, the three-digit area code is considered a different element or piece
of information that is processed and stored separate.
There are two types of incoming
information; Visual information and Auditory information and most people become
fatigue with too much auditory information such as long lectures; but can
withstand visual information longer without fatigue. When people start
processing Visual and Auditory information it goes into Working Memory; however,
when information is learned it is stored in Long Term Memory. Which is where permanent
knowledge and skills are stored.
Amazingly, the brain knows how to retrieve
the information from Long Term Memory. It is imperative to understand how the
cognitive load theory affects learner; because too much information at once can
get lost or thrown out and never go into long-term memory and the student never
learns that information.
Educators and trainers need to understand
the limitation of working memory because information can be lost if not
rehearsed and stored in long-term memory. When I teach new concepts, I provide
guided assignments, followed by independent assignment, and then an assessment.
In my current position, I work with students who have always struggled with
learning. It is amazing for me to see them learn things that are not academic (rehearsal takes place)
and they have a difficult time learning what is needed. It seems they make a
choice or they decide academic progress is not important.
References
Liberty University. (2017). Instructional
design: A primer [Video file]. Retrieved from
https://learn.liberty.edu/bbcswebdav/pid-16141959-dt-content-rid-139729798_1/courses/EDUC631_B03_201720/EDUC%20631/Wk%203%20Instructional%20Design%20%28LMS%29/res/index.html
Spector, J. M., & Merrill, M. D.
(2014). Neuroscience and learning. In Handbook
of research on educational communications and
technology (4th ed., pp. 51-75). New York, NY: Springer.
Spector, J. M., & Merrill, M. D.
(2014). Research Paradigms and Perspectives on Learning. In Handbook of research
on educational communications and technology (4th ed., pp. 26). New York, NY:
Springer
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