The Cognitive Load Theory is a powerful tool in a learning designer’s toolbox. It has had many practical implications in my own learning design work. It has help me not have to walk in the dark when making many design decisions. The theory has been developed since 1988 by John Sweller, an Australian educational psychologist. It focuses on how learners’ cognitive resources are used during learning and problem solving and how we can design instructions and learning experiences to best utilise scarce cognitive resources.
These basic multimedia learning principles help guide learning designers in designing effective multimedia learning experiences. Using these principles, we aim to:
- Reduce extraneous processing
- Support essential processing
- Encourage generative processing
Welcome to the belated 2018 edition of Learning Design – related trends.
As we look at these trends, there are clear influences of technology and learner demand, e.g. how learners want to learn. Technology and learner demand do not only strongly influence the forms and ways that learning takes place, but also impact the possibilities and potential of what learning can be. Technology is developing at such a fast pace, organically influencing our working, learning and playing habits. This habit development happens gradually over time, and one day, we realise we have now formed new habits and needs. As learning experience designers, we need to understand these needs and be prepared and equipped to take on the learning design challenges in the new context.
There are quite a few things that are still believed by many learning professionals as facts, while they are not. In this post, I explore seven of these myths.
We should design instructions to match learners’ learning styles.