Making learning manageable
Understanding our memories..
Ok, not our childhood or fun times we had, but those can be part of this. We're talking about our brain and how it processes information through our cognitive architecture. Information is first received through our sensory memory, specifically through auditory and visual modes. (these two channels will be discussed further in the next page) Information is held there briefly until it enters our working memory, the second type of memory we have. Working memory is limited to about nine elements and is able to hold information for about twenty seconds. At this point, it is important to be sure that the information we are trying to share is clear and does not contain interference, also known as extraneous information. Remember, information is only held there before it is processed to the next type of memory. Interference will hinder further learning. The third type of memory in our cognitive architecture is our long-term memory, which is where learning takes place. The goal of teaching and learning is to pass information through these three memory types in order for students to be able to retain and transfer information in the future.
How this pertains to cognitive load theory....
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When designing a course or lesson, one must determine how much new information can be introduced at one time. CLT is has three categories:
Let's take a look at these three areas in greater detail... |
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Intrinsic Cognitive Load
Intrinsic cognitive load is based on the natural complexity of the biologically secondary information that must be processed. In other words, how is the information presented, and how does the learner interpret its complexity. Structuring tasks that reduce cognitive load by using simple terminology and clear examples can help to minimize intrinsic load. Additionally, knowing student's prior knowledge allows instructors to prevent material at a level their students can understand. "Pitch it where they can hit it", can eliminate intrinsic load.
Extrinsic Cognitive Load
Extrinsic cognitive load is caused by high levels of interactivity due to poor instructional design. This os the interference mentioned earlier. Keeping the message focused on the learning, and not on sidebar information allows our working memory to perform more efficiently and encourages the flow of information on to our working memory.
Germane Cognitive Load
This is the load that allows information to pass from the working memory to our long-term memory. This is a good load! Our goal is to present information at a rate and rigor that sensory memory and working memory can keep up and pass this information on to long-term memory. Once information has been process here, it is available for recall and transfer for future use.
Check out this article for much greater details. A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load. (Journal of Educational Psychology, 2008)
Intrinsic cognitive load is based on the natural complexity of the biologically secondary information that must be processed. In other words, how is the information presented, and how does the learner interpret its complexity. Structuring tasks that reduce cognitive load by using simple terminology and clear examples can help to minimize intrinsic load. Additionally, knowing student's prior knowledge allows instructors to prevent material at a level their students can understand. "Pitch it where they can hit it", can eliminate intrinsic load.
Extrinsic Cognitive Load
Extrinsic cognitive load is caused by high levels of interactivity due to poor instructional design. This os the interference mentioned earlier. Keeping the message focused on the learning, and not on sidebar information allows our working memory to perform more efficiently and encourages the flow of information on to our working memory.
Germane Cognitive Load
This is the load that allows information to pass from the working memory to our long-term memory. This is a good load! Our goal is to present information at a rate and rigor that sensory memory and working memory can keep up and pass this information on to long-term memory. Once information has been process here, it is available for recall and transfer for future use.
Check out this article for much greater details. A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load. (Journal of Educational Psychology, 2008)
