“A THEORY THAT FOCUSES THE LOAD ON WORKING MEMORY DURING

INSTRUCTION.”

JOHN SWELLER

The Cognitive Load Theory

Overview

John Sweller’s paper, “Implications of Cognitive Load Theory for Multimedia Learning” describes the human cognitive architecture, and the need to apply sound instructional design principles based on our knowledge of the brain and memory. Sweller first describes the different types of memory, and how both are interrelated, because schemas held in long-term memory, acting as a “central executive”, directly affect the manner in which information is synthesized in working memory. Sweller then explains that in the absence of schemas, instructional guidance must provide a substitute for learners to develop either own schemas.

Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

The Theory…Sweller discusses, in his view, three types of cognitive load:

Cognitive Load Theory

Diagram: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

R.S.

Intrinsic Cognitive Load

First described by Chandler and Sweller, intrinsic cognitive load is the idea that all instruction has an inherent difficulty associated with it (for instance, calculating 5+5).  This inherent difficulty may not be altered by an instructor. However many schemas may be broken into individual “subschemas” and taught in isolation, to be later brought back together and described as a combined whole.

Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

Extraneous Cognitive Load

Extraneous cognitive load, by contrast, is under the control of instructional designers.  This form of cognitive load is generated by the manner in which information is presented to learners (i.e., the design).  To illustrate an example of extraneous cognitive load, assume there are  at least two possible ways to describe a geometric shape like a triangle.  An instructor could describe a triangle verbally, but to show a diagram of a triangle is much better because the learner does not have to deal with extraneous, unnecessary information. 

Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

R.S.

Germane Cognitive Load

Germane load is a third kind of cognitive load which is encouraged to be promoted.  Germane load is the load dedicated to the processing, construction and automation of schemas. While intrinsic load is generally thought to be immutable, instructional designers can manipulate extraneous and germane load. It is suggested that they limit extraneous load and promote germane load.

Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

Memory Complex

Implications

Working memory is extremely limited. Long term memory is essentially unlimited. The process of learning requires working

memory to be actively engaged in the comprehension (and processing) of instructional material to encode to-be-learned information into long term memory.

If the resources of working memory are exceeded then learning will be ineffective.

(Principles of Cognitive Load Theory (Cooper, 1998) http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

Classroom Implications

The goal of the instructor should be to reduce extraneous cognitive load and increase germane cognitive load. Instructors can accomplish this in a variety of ways:

1. Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load by using goal-free problems or worked examples.

2. Physically integrate multiple sources of information whenever possible to eliminate the need for learners to have to mentally integrate that information which increases the load on working memory.

3. Reduce redundancy and repetitive information whenever possible so that the load on working memory is lessened.

4. Use auditory and visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding. This helps increase the capacity of working memory.

http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

Technological Application

The Cognitive Load Theory can be implemented into the technologically-enabled classroom in many ways. PowerPoints are a great way to provide graphics and text together, while computer activities can provide worked examples and practice.

A Teacher Technological Application

The Cognitive Load Theory can be implemented into the technologically-enabled classroom in many ways. PowerPoints are a great way to provide graphics and text together, while computer activities can provide worked examples and practice.

A Teacher Technological Application

Technology can reduce the effort devoted to tedious computations and increase students’ focus on more important mathematics.

Two elements of successful integrations: Focusing Student Thinking Making Ideas Tangible

http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-%20Handhelds.pdf

R.S.

PICTURE:http://www.google.com/imgres?imgurl=http://mathwire.com/images/320kidslink.jpg&imgrefurl=http://mathwire.com/archives/august06.html&usg=__D5NHkjBx9Gfe04Fk9k6XbKl-Bp8=&h=240&w=320&sz=29&hl=en&start=15&zoom=1&tbnid=QHS8GihpPaPopM:&tbnh=121&tbnw=165&prev=/images%3Fq%3D%2522mathematical%2Bconcepts%2522%2B%2522technology%2522%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:en-us%26rlz%3D1I7GPEA_en%26biw%3D1345%26bih%3D550%26tbs%3Disch:10%2C190&um=1&itbs=1&iact=hc&vpx=346&vpy=263&dur=474&hovh=192&hovw=256&tx=101&ty=212&ei=JNLrTI3rLI64sQOx4PiWDw&oei=l9HrTMLEO8HflgfnwYCHAg&esq=28&page=2&ndsp=28&ved=1t:429,r:2,s:15&biw=1345&bih=550

A Teacher Technological Application

Focusing Student Thinking

More realistic or important problems.

Exploration and sense-making with multiple representations.

Development of flexible strategies.

Mathematical meaning and concepts.

http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-%20Handhelds.pdf

R.S.

PICTURE: http://www.google.com/imgres?imgurl=http://www.cheswardine.shropshire.sch.uk/curriculum/images/clip_image006.jpg&imgrefurl=http://www.cheswardine.shropshire.sch.uk/curriculum/index.htm&usg=__pzU14l6_zVqeR-dQY9jvbhRq0xI=&h=390&w=581&sz=26&hl=en&start=94&zoom=1&tbnid=rkKFr8wXcxuV4M:&tbnh=113&tbnw=182&prev=/images%3Fq%3D%2522mathematical%2Bconcepts%2522%2B%2522technology%2522%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:en-us%26rlz%3D1I7GPEA_en%26biw%3D1345%26bih%3D550%26tbs%3Disch:10%2C1864&um=1&itbs=1&ei=3dPrTPa-NcWeccmUqYsP&biw=1345&bih=550&iact=rc&dur=183&oei=l9HrTMLEO8HflgfnwYCHAg&esq=6&page=5&ndsp=25&ved=1t:429,r:8,s:94&tx=151&ty=51

A Teacher Technological Application

Making Ideas TangibleBuild upon students’ prior knowledge and skills.

Emphasize the connections among mathematical concepts.

Connect abstractions to real-world settings.

Address common misunderstandings.

Introduce more advanced ideas.

http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-%20Handhelds.pdf

R.S.

PICTURE:http://www.google.com/imgres?imgurl=http://download.chip.asia/ii/170788823_1fd22438fe.png&imgrefurl=http://download.chip.asia/in/Math_6339457.html&usg=__eS-cKIPfuNrd4HgbFay968vFHto=&h=600&w=800&sz=135&hl=en&start=167&zoom=1&tbnid=av89gbkwc5yc0M:&tbnh=122&tbnw=163&prev=/images%3Fq%3D%2522mathematical%2Bconcepts%2522%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:en-us%26rlz%3D1I7GPEA_en%26biw%3D1345%26bih%3D550%26tbs%3Disch:1&um=1&itbs=1&iact=rc&dur=331&ei=YNTrTP27L8-5cb2fybEP&oei=UtTrTL2cKYP7lwe04Mj7AQ&esq=5&page=8&ndsp=27&ved=1t:429,r:2,s:167&tx=109&ty=51

Technological Distraction

Instructors with access to technology may be tempted to use it as much as possible in the classroom. While technology can be helpful, due to the idea of extraneous cognitive load it may also be a distraction. For example, the Coherence Effect states that peoples’ learning is hindered when extraneous sound, pictures, and words are used in teaching. Therefore, instructors should avoid using distracting pictures or sounds in PowerPoint presentations. Also, the Modality Effect states that people learn better when words are presented as speech rather than onscreen text, so teachers should not rely solely on technology such as a computer screen or a PowerPoint to provide information.

Source: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

Sources:

Sweller, J. (1988). “Cognitive load during problem solving: Effects on learning”. Cognitive Science 12 (2): 257–285.

Sweller, J., Van Merriënboer, J., & Paas, F. (1998). “Cognitive architecture and instructional design”. Educational Psychology Review 10: 251–296.

University of South Alabama OLL. “Cognitive Load Theory”. <http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm>