Learning Ecosystems

I just listened to a presentation by Dr. Ruth Clark entitled, “Efficiency in Learning: Applying Cognitive Load Theory to Distance Learning”. Below are my notes from her presentation.

Besides our long-term memory we have a working memory — which is where the action is and where cognitive load theory focuses

• 7  +- 2 chunks
  • George Miller’s work in the 1950’s re: the limitations of working memory
  • Cognitive load theory is an update to George’s work
  • The concept of “chunking” and the capacity of short term memory. Miller (1956) presented the idea that short-term memory could only hold 5-9 chunks of information (seven plus or minus two) where a chunk is any meaningful unit. A chunk could refer to digits, words, chess positions, or people’s faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory.
  • So segmenting of content is good – chunking it up — as information should be presented in small digestible units
  • A digestible unit of information contains no more than nine separate items of information.
  • By chunking information the author improves the reader’s comprehension and ability to access and retrieve the information.
  • [Search for items related to “Information Processing Theory” and George Miller for more information]

• Working memory has a limited capacity
• Great for processing – not great for holding information
• Prior knowledge is key here
• Gets slower as trying to hold more information in working memory
• Our challenge as instructional designers is how to optimize cognitive load that maximizes learning
• More complex/difficult subject matter or more novice the learning à more cognitive load
• Intrinsic (imposed by content; how complex is the content?) + Extraneous  / Extrinsic (irrelevant & want to minimize this)  + Germaine (good stuff; relevant; want to maximize this)
• Intrinsic + extraneous + germaine = additive cognitive load
• Giving learners orientation gives better learning; establish context
• Use audio to explain visuals when appropriate – uses both auditory information track and visual information track
• Modality effect
  • Better learning if a visual is explained by words expressed in audio (except if different language)
• Redundancy effect
  • Don’t want to use the same text w/ same audio at the same time – less is more – if have a picture of something, with text next to it, plus having someone say that text is too much info – too much cognitive load
• Proximity effect
  • Placement of text and visuals
  • Keep visuals next to the relevant text/explanation of that visual
  • Avoid splitting attention

• Germaine load
  • Use examples – but also add self-explanation questions to examples to encourage deeper mental processing and not blowing the example off
• Some more tips
  • Watch the pacing of the presented materials
  • Provide control to user
  • Don’t put items on screen unless serving a purpose
  • Don’t put background music if trying to concentrate on learning something
  • Motion – careful when use it
  • If dealing with experts, don’t have to worry as much about cognitive load burdens; allow control/freedom

• Didn’t sound like Ruth supported learning styles too much – believes that we place too much emphasis on them; prior knowledge is the key according to Ruth

• Some synchronous, web-based communication and collaboration tools can cause cognitive overloads – as the interface can split our attention. We try to absorb information that is flowing at us from the various areas of the interface:
  • Chat
  • An attendee list of members
  • The presentation area/PPTs
  • Audio
  • Motion w/ application sharing
  • etc.

Clark Training & Consulting’s blog –> http://clarktraining.com/blog/