Oldie but a goodie re: Cognitive Load Theory in e-learning design. To avoid overloading learners, apply research-based principles that manage INTRINSIC, minimize EXTRANEOUS, and maximize GERMANE cognitive load in your e-Learning courses. The three principles discussed in this article by Ruth Clark are among a number of cognitive load guidelines proven to improve the quality of your instructional materials.
Six key rules for student engagement include making it meaningful, fostering efficacy, autonomy support, collaborative learning, establishing positive teacher-student relationships, and mastery orientations.
"At the cellular level, learning and memory involve forming and tuning connections, or synapses, between neurons. The strength of these connections depends on the number of AMPA receptors (AMPARs) sitting on the cell surfaces within these synapses. More AMPARs create stronger synapses."
...(M)aking mistakes can enhance long-term learning. Humans obviously learn a lot of things through trial and error. A level of “desirable difficulty” built into a learning and exam process appears to boost the overall retention of new skills or knowledge.
Mel Aclaro's insight:
"When students interleave their studies over a spread-out period of time, the repeated act of recalling the information likely leads to deeper, more long-term learning..."
By understanding the level of learning and intentionality in our mistakes, we can identify what helps us grow as learners.
Mel Aclaro's insight:
I love this article. Some have asked me to clarify my philosophy of creating "safe environments in which to fail..." This article sums it up perfectly. :)
"Mistakes are not all created equal, and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them... If we're precise in our own understanding of mistakes and in our communication with students, it will increase their understanding, buy-in and efficacy as learners."
There are many factors to consider when calculating the total cost of training. It is not enough to determine the development costs; one must also determine the delivery costs to arrive at an accurate result. Most of us already know that. However, when calculating the total cost of training, we sometimes forget to include the cost of lost opportunity. Here’s how to identify that cost!
This page provides links to resources that can be used to debunk/discuss myths, misconceptions, and confusions in the learning field. In addition to using the links as resources, The Debunker Club invites you to (a) recommend additional resources by commenting on the linked pages, (b) provide counterarguments to express your...
"Those more receptive to bullshit are less reflective, lower in cognitive ability (i.e., verbal and fluid intelligence, numeracy), are more prone to ontological confusions and conspiratorial ideation..."
If you’re looking for the next must-read book for learning professionals, this is it. Michael Allen’s latest work, Leaving ADDIE for SAM, outlines his successive approximation model (SAM)—an approach that reduces the overall complexity of traditional instructional design processes, offering a more flexible, iterative, and productive model for today’s instructional designers and developers.
Instructional designers face the constant challenge of balancing many considerations affecting learning. Of all the guidelines from research offering advice on these matters, few are more challenging than those dealing with cognitive load. How much is too much? Is cognitive load always bad? In this article, two authors who have focused on these questions give you the answers and a systematic view.
Although microlearning is the industry topic du jour, it’s not entirely a 21st century innovation. Breaking up topics into small, simple units, is as old as education itself. The advent of the digital age just made it a requirement.
Learning styles have been popularized by well-intentioned people, including possibly your professor of instructional design. However, the claim that we have to adapt our design to accommodate different learning styles has been repeatedly debunked by research.
The Danger Have you ever seen the following “research” presented to demonstrate some truth about human learning? Unfortunately, all of the above diagrams are evangelizing misleading information. Worse, these fabrications have been rampant over the last two or three decades—and...
Mel Aclaro's insight:
“The retention chart cannot be supported in terms of scientific validity or logical interpretability. The Cone of Experience, created by Edgar Dale in 1946, makes no claim of scientific grounding, and its utility as a prescriptive theory is thoroughly unjustified...”
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