Lightening the load to optimise learning

-

 

Information overload is a challenge for everyone in the hyper connected world in which we live and can impact many aspects of our lives from our general wellbeing to our ability to function effectively daily.

This experience is also true of students, who are challenged to navigate not only new surroundings, and the intricacies of university life, but also the significant task of engaging with new, novel, and complex ideas and concepts in their studies.

Ask yourself the question, have you ever witnessed students in your sessions unable to process, retain and apply learning? Or fail to engage with learning activities at all – if so, this may be due to ‘cognitive overload’.

Cognitive Load Theory

Cognitive load theory (Sweller, 2010) is an instructional theory, built upon knowledge of how humans learn. It provides not only a window on what is happening in the minds of students when they experience cognitive overload, but critically what steps we can take to manage cognitive load, optimise teaching practice, and maximise learning.

While there are a many facets of Cognitive load theory (CLT), and subsequent recommendations for academic practice, a good entry point is to understand the role played in the learning process by, working memory – the part of the brain where all conscious thinking and processing occurs, which is limited in its capacity, and long-term memory - where knowledge, skills and experiences are stored, with unlimited capacity.

When students experience periods of overload, particularly when encountering new/novel learning, CLT suggests this is a result of the working memory being overloaded, due to the bottleneck that its limited capacity creates (ever experienced a slow running laptop – the RAM is experiencing its own digital overload!).

CLT goes on to state that this is due to the number of 'elements' or pieces of information that the working memory is being asked to process at any one time. Cognitive overload is therefore a result of excessive simultaneous ‘element interactivity.’

Long term memory (LTM) on the other hand, can provide the key to accessing higher levels of learning and more complex thinking. As learning is stored in the LTM a large quantity of elements are effectively ‘chunked’ into mental representations (schema), and then when recalled into the working memory for future use create a significantly reduced cognitive load, freeing up space for further cognitive functioning and learning.

Manage the load

So, what actions can be taken to manage learner cognitive load? I will address this question using Swellers (2011) distinction between intrinsic and extraneous cognitive load and provide some recommendations to maximise student learning.

Intrinsic cognitive load

Intrinsic cognitive load is the demand associated with the nature of the learning that students are to engage with, it is the inherent complexity, and it is inescapable - therefore intrinsic cognitive load needs to be optimised. Some examples of how to do this include:

Pre-teaching - this involves uilitising tools and approaches that provide key information in advance of sessions to reduce the individual elements that are needed to be processed at one time. Examples can include providing a glossary of key terminology, process/event timelines or flipped approaches using video explanations of key theories. Learners new to the topic can learn this foundational information in advance of sessions at their own pace, and experienced learners can use it for retrieval practice, prior to applying the learning in active sessions targeting higher level thinking.

Isolated elements (or part-whole) – this refers to breaking down complex tasks into isolated segments that are initially learnt separately, and then brought back together as a whole concept. For instance, technical skills may be broken down into separate stages, learned individually and then gradually brought together as a whole skill. This could this be applied to complex systems, processes or skills related to any discipline.

Extraneous cognitive load

Extraneous cognitive load is created due to the structure of the task/approach used, and the way it is presented. There is no situation where extraneous cognitive load is beneficial and as such should be reduced or eliminated. Some examples of how this can be achieved are:

Worked examples – one of the foundational recommendations of CLT is the need to adopt appropriate scaffolding for tasks. For example, when introducing a new topic, a worked example of a similar problem to that which learners are expected to engage with, would help to reduce the elements that need to be processed simultaneously by providing a framework that can be applied, thus reducing extraneous cognitive load. Similarly, if we are working with learners who have experience of the topic or problem, scaffolding can be reduced, for instance with an incomplete worked example (or no worked example at all), as they would have prior knowledge they can draw upon.

Redundancy – this involves removing any unrequired and distracting information from communications. An example would be to remove a written explanation of a diagram that is understandable on its own, or the common example could be to refrain from reading text verbatim from presentation slides. Reviewing all materials used and identifying where duplication occurs and applying the less is more principle, can lighten the extraneous cognitive load.

These are a few examples of approaches that can be adopted and have been discovered through the application of cognitive load theory. Fundamentally it is about being intentional in our practice and mindful of the needs of students when planning and delivering teaching.

 

References

Lovell, O. (2020). Cognitive Load Theory In Action. Woodbridge: John Catt Education Ltd.

Sweller, J. (2010). Cognitive Load Theory: Recent Theoretical Advances. In J. L. Plass, R. Moreno, & R. Brunken (eds.) Cognitive load theory. Cambridge University Press. pp. 29-47.

Sweller, J. (2011). Cognitive Load Theory. Psychology of Learning and Motivation. 55 (Ch2). pp. 37-76.

Popular posts from this blog

Digital Education in Higher Education in 2024

-
Image
At the time of writing we are just over 4 years from the initial lockdown (in the UK) of the covid-19 pandemic, a significant period in world history, that will have ramifications for decades to come. For anyone that was a teacher or learner during this period, they will no doubt reflect upon this experience as one that required a rapid adoption of new technology and approaches, and that involved challenges, confusion, frustration, breakthroughs and new learning about what is achievable through Digital Education. However, taking stock of where we are now requires a recognition that much of the optimism of a sunny upland where we might ‘embrace the opportunities for change and innovation that this dramatic event has afforded us.’ (Wieland & Kollias, 2020), has not necessarily been fulfilled. During some recent teaching workshops with HE lecturers, an informal poll identified that approximately 90% of those in attendance were teaching ‘mainly face to face’, having returned to the in ...
Read more

How to deliver better Academic Lectures

-
Image
The Academic lecture has and continues to be the backbone of Higher Education teaching practice, such that when we hear the word ‘University’ it is likely the first image we imagine is a lecture theatre full of students listening intently to an academic addressing their audience. However, for all the history and tradition of a Lecture as a teaching approach, it has its limitations, in particular due to it being inherently a passive experience for the students, centred around a one directional didactic transmission mode of delivery. The result can be boredom and a lack of engagement, which might lead to poor attendance, and ultimately an ineffective and inefficient learning experience. There is hope however, as below I outline six ideas and approaches that can be adopted, to enhance the effectiveness of lectures for both the lecturer and audience alike. Be clear on the goal of the session (and let the students in on it as well - see signposting below!) Clarity of the purpose of a sessio...
Read more

Learning Design Fundamentals

-
Image
  Effective learning design is the goal of teachers and trainers, to optimise the learning experience, creating an engaging and rich learning environment. There are many components that contribute to effective learning design and therefore, following a systematic process can ensure a coherent learning plan and outcome. The following recommendations are my 8 top tips for effective learning design. 1. Purpose In order to plan effective learning, it is important to have a clear understanding of the Purpose of the learning experience, programme or intervention being delivered. Clarity of this purpose is an often overlooked aspect. For instance, it may seem obvious that you have some knowledge that you need your learners to obtain, and so construct a plan of how to transmit the knowledge from your head to theirs. However, having a clear understanding of how the learner will use and apply the knowledge, what its’ utility is and in what context it will be used, in addition to knowled...
Read more