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The guide defines cognitive load, emphasizes chunking via schemas, and shows how reducing the “problem space” prevents learners from being overloaded. It outlines a coursework design workflow using clear learning objectives, learner assessment, balanced visual and auditory materials, and limited extraneous effort and noise. 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This model describes memory as having three main parts: sensory, working, and long-term. Sensory memory filters out most of what is going on around us, passing select information on to our working memory for additional processing.  \nAdapted from Atkinson, R.C. and Shiffrin, R.M. (1968) . 'Human memory: A Proposed System and its Control Processes'. In Spence, K.W. and Spence, J.T. The psychology of learning and motivation,(Volume 2). New York: Academic Press. pp. 89–195.  \nWorking memory can typically process 5-9 pieces, or chunks, of information at any given time. Our working memory either discards the information or categorizes it for storing in our long-term memory.  \nLong-term memory stores information in structures called “schemas,” which organize information based on how we use it. The more we use these schemas, the more developed they become and the easier it is to recall them.  \nCognitive load refers to the amount of information our working memory can process at any given time. For educational purposes, cognitive load theory helps us to avoid overloading learners with more than they can effectively process into schemas for long-term memory storage and future recall.  \nHow Does Cognitive Load Theory Affect Course Design?  \nSchemas, even highly complex ones, count as one “chunk” of information in our working memory. Activating prior knowledge or schemas allows us to focus instruction at the right level, in the gap between what our learners know and what we need them to learn.  \nEffective instructional design can work to reduce the “problem space,”or the gap between the current state and desired goal. If the problem space is too large, learners become overloaded and are unable to process and retain the information you are working to teach them. For example, breaking problems down into parts is easier for learners to process than trying to tackle a large, complex problem all at once.  \nHow Do I Design Coursework Based on CLT?  \nThe design process begins with writing strong learning objectives that provide you with an end point of where you need learners to be at the end of a session or unit of instruction. Next, assess what your learners already know or can do to so have starting and ending points for the educational process. This assessment can take many forms, from surveying or testing your students to reviewing prior curriculum.  \nDesign materials to balance visual information so it is not overwhelming to learners. For example, incorporate labels into diagrams rather than placing labels off to the side to they are most visually cohesive. This works with auditory information as well, so try to limit extraneous noise when you are presenting information verbally. If a session requires students to go 'out' and access multiple resources of information, whether it be a 3rd-party tool or database, remove the effort it takes to reach those areas. Make sure instructions with direct links, if any, are provided.  \nAuditory and visual information have separate working channels that do not compete with one another. Presenting information in both forms this expands the memory’s ability to process the information for long-term storage and retention. Work to ensure that the information you present has both visual and auditory components.  \nHow Can I Avoid Overloading My Learners?  \nThere are three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic load refers to the inherent difficulty in processing information, regardless of how it is presented. Intrinsic load remains constant regardless of the influence of extraneous and germane load. Extraneous load refers to the way information is presented and how easy or difficult it is for a given learner to process it. E","cbCaiqLB12bhhaqA","https://ap.wps.com/l/cbCaiqLB12bhhaqA","pdf",299486,"English","# What is Cognitive Load Theory?\n## How Does Cognitive Load Theory Affect Course Design?\n## How Do I Design Coursework Based on CLT?\n## How Can I Avoid Overloading My Learners?","[{\"question\":\"What are the main parts of human memory described in Cognitive Load Theory?\",\"answer\":\"The guide describes sensory memory, working memory, and long-term memory. Sensory memory filters information to working memory, while long-term memory stores organized knowledge in schemas.\"},{\"question\":\"How does Cognitive Load Theory influence course design?\",\"answer\":\"It helps designers avoid overloading learners by reducing the problem space between current knowledge and desired goals. Breaking complex problems into parts supports processing and retention.\"},{\"question\":\"What are the three types of cognitive load, and how can cognitive overload be reduced?\",\"answer\":\"The guide distinguishes intrinsic load, extraneous load, and germane load. Overload can be reduced by checking learner knowledge levels, eliminating extraneous distractions, and focusing learners on one piece of information or task at a time.\"}]","Cognitive Load Theory - A Guide to Applying Cognitive Load Theory to Your Teaching - May 2022 | PDF",1789872078]