How to Reduce Cognitive Load in Digital Lessons — from educationtechnologysolutions.com by etsmagazine
A digital lesson can be beautifully designed and still make learning unnecessarily hard.
Students may be asked to watch a video, remember an instruction, find a link, switch tabs, interpret unfamiliar icons and submit a response—all before they have dealt with the idea the lesson was meant to teach.
That friction is often mistaken for rigour. It is not. Productive difficulty comes from thinking about the content. Avoidable difficulty comes from navigating the lesson.
The goal is not to make learning effortless. It is to spend students’ limited attention on the knowledge and skill that matter.
The above article links to:
- Managing cognitive load optimises learning — from edresearch.edu.au
Implications for policymakers