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Definition
Cognitive Load Theory (CLT) is an information processing theory used to explain the limits of working memory based on current knowledge of human cognitive architecture. Cognitive architecture refers to the concept of our minds having structures such as working memory, long term memory, and schemas.
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2010 405/504 instructional design
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Well developed schemas come with repeated effort and effective practice.
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knowledge the better. Comprehension benefits more from knowledge than just a focus on a thinking or comprehension skill.
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Besides the chunking technique, the brain finds relief in instructional materials that follow clear and elegant design principles. Fight the Split Attention Effect: Design presentations so slides are more visual instead of text heavy. That way the audience can process information more naturally instead of having to simultaneously read lots of screen text in addition to listening to the presenter's narration. Splitting attention too much puts stress on cognitive load. Split attention also occurs because the student is forced to scan for textual information that is separated from the illustration or graphic. Provide meaningful information contexts or landscapes. Find out how information can be beautiful at: TED Talks: David McCandless: The beauty of data visualization. See if you can identify how his presentation design addresses the needs of the human mind. You might even see some examples that go against CLT principles as well.
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REFERENCES
1. McCandless, D. (2010, July) The beauty of data visualization [Video file], Retrieved from http://www.ted.com/talks /david_mccandless_the_beauty_of_data_visualization.html 2. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review. 63, 81-97. 3. Reynolds, G. (2008). Presentation zen: Simple ideas on presentation design and delivery. Berkeley: New Riders. 4. Sweller, J. (2005) Implications of cognitive load theory for multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). Cambridge: Cambridge University Press. 5. Willingham, D.T. (2009, Spring). Why don't students like school? AFT, 33(1). Retrieved from: http://www.aft.org /pdfs/americaneducator/spring2009/WILLINGHAM(2).pdf Created by: Mike S
page revision: 92, last edited: 16 Jul 2011, 14:54 GMT+01 (131 days ago)
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