Join us on 9 September for "Cognitive load theory" a Research on Learning and Education Innovation seminar with Professor John Sweller, Emeritus Professor of Educational Psychology in the School of Education, University of New South Wales.
Cognitive load theory uses our knowledge of human cognition to devise instructional procedures. The following aspects of human cognition are critical to instructional design.
First, based on evolutionary educational psychology, cognitive load theory assumes that most topics taught in educational and training institutions are ones that we have not specifically evolved to learn.
Second, these instructionally relevant topics require learners to acquire domain-specific, rather than generic, cognitive knowledge.
Third, while generic cognitive knowledge does not require explicit instruction because we have evolved to acquire it, domain-specific concepts and skills that provide the content of educational syllabi, do require explicit instruction.
These three factors interact with the well-known capacity and duration constraints of working memory to delineate a cognitive architecture relevant to instructional design. Because the ability to learn biologically secondary, explicitly taught, domain-specific skills is limited by the capacity of a person's working memory, cognitive load theory has been developed to provide techniques that reduce unnecessary working memory load when teaching these types of skill.
- When: 11am–12.30pm
- Where: Room 612, Education Building A35
- More info available here
- This seminar will not be available online or recorded.