Cognitive Load Theory begins by asserting that teaching can be made more effective by attending to the role and limits of working memory. It assumes that information must be processed by working memory before it can be stored in long-term memory. Three types of cognitive load are identified: intrinsic, germane, and extraneous. Lesson designers are advised to attend in particular to germane cognitive load.
Learn More...Learning Design encompasses all activities associated with the development of practices, tasks, resources, and technologies intended to support meaningful and engaged learning in a particular situation. Learning Design discourses are the teaching-focused complement of Emergent Complexity Discourses, which are more focused on the adaptive dynamics of learning systems than on the pragmatics of influencing learning.
Learn More...Cognitive Load Optimization (Stanislaw Paul Maj, 2020s) – a Learning Design model informed by Cognitive Load Theory involving carefully engineered, incremental learning sequences that, ideally, never overtax the learner’s capacities to perceive critical details (or associations among those details)
Please cite this article as:
Davis, B., & Francis, K. (2023). “Cognitive Load Optimization” in Discourses on Learning in Education. https://learningdiscourses.com.
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