How Do We Process Information?

What is CLT?

Cognitive load relates to the amount of information that working memory can hold at one time.

Since working memory has a limited capacity, instructional methods should avoid overloading it with additional activities that don’t directly contribute to learning.

Cognitive Load Theory in the Classroom

• Measure expertise and adapt presentation accordingly - What seems obvious to you may not be at all obvious to them
• Reduce the problem space - the working memory overloading problem
• Reduce split-attention effect - difficult to create new schemas
• Take advantage of auditory and visual channels in work memory

Cognitive Load During Problem Solving Effects on Learning

References

• Information Processing Model - Adapted 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.
• Cognitive Load Theory and its Applications for Learning