COGNITIVE LOAD THEORY (CLT) power point pptx

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1. COGNITIVE LOAD THEORY Ajet Kumar May 20, 2024

2. Learning Objectives To create environment where teaching, learning and revision can occur more efficiently. To design the material in such a way, as to lessen load on learners’ working memory. To encourage students to process new information into schemas for long term memory and recall.

3. Introduction This theory had emerged from the work of Australian psychologist John Sweller in the late 1980s. He claimed that students sometimes are being taught incorrectly. Helps teachers to design coaching in relation to students' cognitive capacity.

4. This theory highlights the role of cognitive capacity in working memory. The cognitive load is the amount of information that working memory can process at any given time. The working memory is limited and cannot hold massive amount of information at the very same time.

5. Information Processing Model

6. Types of cognitive load

7. The Intrinsic Load It is the inherent difficulty of the subject being learnt. It is influenced by: 1. Complexity of the material 2. Previous knowledge of the student

8. The Extraneous Load It is how the subject material is presented. It includes all extra and unnecessary thinking that distracts from learning. Hinders the assembly of long term memory.

9. The Germane Load It is the process of transfer of information into long-term memory. It is an attempt required to utilize memory to process into schemas. It is a self effort to learn and organize the information. It is effective and beneficial for learning.

10. The Germane Load

11. Effective Learning

12. Implications The process of learning requires working memory to be engaged in processing of information to encode into long term memory. If the working memory load is exceeded then learning will be ineffective.

13. Conclusion Human brain can take in so much information. Every learner has certain mental threshold, that may not be crossed. Information may be presented in both text and graphs. Content may be kept simple. Less is more ˂ = ˃ Audiences may be respected.

14. References Asma , H., & Dallel , S. (2021). Cognitive load theory and its relation to instructional design: Perspectives of some Algerian university teachers of English.  Arab World English Journal (AWEJ) Volume ,  11 . www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory. www.barefootteflteacher.com/p/what-is-cognitive-load-theory www.thinkific.com/blog/cognitive-load-theory-explained/ wikipedia.org/wiki/ john_sweller www.learning-theories.com http://elearningindustry.com/cognitive-load-theory-and-instructioal-design wikipedia.org/wiki/ cognitive_load

15. House is open for Q & A