Cognitive Load Theory Schema Theory EDU 536 Principles

Cognitive Load Theory & Schema Theory EDU 536 Principles of Learning Theory Saint Leo University Chad Skudlarick June 2018

Cognitive Load Theory Key facts about Cognitive Load Theory • Our short term or working memory can only hold so much information at one time. • Therefore, learners will absorb & retain information effectively only if it is provided in a way that doesn’t ‘overload’ their mind. • If too much information is presented at one time, the learner will not recall it at a later date.

Cognitive Load Theory Principles • You can reduce the amount of load that is being placed upon the learners’ working memory by integrating the various sources of information, rather than giving them the various sources individually. • In tasks or lessons that require problem solving skills, avoid using activities that require a “means-ends” approach, as this will place a load upon the working memory. Instead, use goal-free problems or examples to illustrate the point. • Reduce the amount of redundancy in e. Learning course design in order to reduce the amount of unnecessary repetitioninduced load that is put upon the working memory. • Use visual and auditory instruction techniques to increase the learners’ short term memory capacity, particularly in situations where both types of instruction are required. (Pappas, 2014)

Schema Theory Key facts about Schema Theory • Schema Theory was founded by Frederic Bartlett. • Bartlett was born in 1886 in England. • He earned his Masters Degree from London University in ethics & sociology. • Bartlett’s work revealed that storing memories in the human brain is not simple and localized, but instead involves ‘schemata. ’ • Schemata are cognitive constructs, which are influenced by our past experience, attitudes, and the social situation including cultural factors. Richard Gregory discusses Frederic Bartlett Click Here

Performance Problem • Professional Development or training that is either way too long, contains way too much information at one time; or a combination of both.

Performance Objective/Solution • Limit professional development or training to no more than an hour before a break. • Check in with learners along the way to avoid cognitive overload. • Give learners an opportunity to practice what they have just learned or teach it to others, which ensures they have truly learned it.

Test your Knowledge Read the question & click the right answer… Cognitive Overload can be described as: A. A native tree indigenous to South America. B. Another word for your kneecap. C. The brain receiving too much information at one time. D. When a little car has too many suitcases in it at one time.

What? Are you for real? I don’t think so… Click here to try again.

Do your happy dance because… you are right!! • That concludes this presentation. • Thank you for your time and attention. • I hope you enjoyed the learning and didn’t experience cognitive overload. • If you need help with your happy dance, click on the image to the right to help you get started.

References • Pappas, C. , (Feb 5, 2014). Cognitive Load and Instructional Design. Retrieved on June 7, 2018 from: https: //elearningindustry. com/cognitive-load-theory-and-instructional-design • Bartlett, F. , (May 9, 2017). Frederic Bartlett. Retrieved from The New World Encyclopedia. June 6, 2018: http: //www. newworldencyclopedia. org/entry/Frederic_Bartlett