6.5: Reduce Cognitive Load
Cognitive Load and Design
As instructors, part of the job is to reduce interference caused by navigating or interpreting technology. Consider the following definition of cognitive load:
In cognitive psychology, cognitive load refers to the total amount of mental effort being used in the working memory. Cognitive load theory was developed out of the study of problem-solving by John Sweller in the late 1980s. Sweller argued that instructional design can be used to reduce cognitive load in learners. Cognitive load theory differentiates cognitive load into three types: intrinsic, extraneous, and germane. Heavy cognitive load can have negative effects on task completion. (Wikipedia!)
If our students' working memory is being used to interpret, understand, and make sense of "procedural" things like how to move around the course or where to find assignments, they will be less likely to focus on the content, more likely to make mistakes, and more likely to become frustrated.
Watch the following video (6:30) to gain a better understanding of how Cognitive Load Theory relates to course design considerations.
Prefer to read than watch? Check out the video transcript.
Before you publish your materials for students to access, take a moment to verify that the following course design considerations are in place:
- A home page welcomes students and provides succinct navigation instructions
- Delivery of content leverages modules
- The course navigation menu limits student points of entry
- Modules contain bookends (overview/summary pages)
- Content is chunked with Text Headers and Heading Styles
- Content naming conventions are clear and consistent
- Content meets accessibility guidelines (use the Accessibility Checker)
- Run the Canvas Link Validator to identify any broken or unresponsive links
The Cañada Course Template has many of these features built into its design. Please check out Module 1 for more information.