Monday 17/10/16 class.  To read article and blog.

Cognitive Load Theory and Instructional Design: Recent Developments (2003) by Paas, Renkl & Sweller.

This journal article was an interesting read, however, it was hard to read through in one sitting.  The terminology used throughout this article, was very difficult to understand and keep in my head, in my working memory, to be able to continue reading through the rest of the article.

As mentioned in the article (& in my notes below), working memory can only process 2 or 3 elements, but ironically this made it difficult for me to keep reading the article; as the combination of terminology used and the depth of the information given, made it very difficult to process what I had read and was to continue to read.

The article’s text consisted of no paragraphs, which made the text seem really dense overall.  If the text had included paragraphs and use of a larger text font, then I feel it would have assisted my reading.

So far, I have read it over a period of three sittings, but wiould need to try again to read through the rest of the article.

Paas et al discuss Cognitive Load Theory (CLT), it’s origination, cognitive processes and framework.  Cognition can vary between individuals, as not everyone thinks and processes information in the same way.  The process ‘varies on many dimensions,’ for example a ‘continuum from low to high in element interactivity’ (Paas et al, 2003:1).

Element Interactivity –

1. Intrinsic Cognitive Load – Information being learned by element interactivity and the demands on working memory.
2. Working Memory – All cognitive processing, but limited to 2 or 3 interacting elements.
3. Long-Term Memory – Enables the expansion of the working memory and processing ability.
4. Schemas – Cognitive constructs, ‘consisting of multiple elements of information into a single element with a specific function’ (Paas et al, 2003:2).  Able to switch between long-term memory and working memory.

Extraneous or Ineffective Cognitive Load – ‘Unneccessary load that interferes with schema aquisition and automation’ (Paas et al, 2003:2).  Working memory can be used for activities that can be considered ‘irrelevant for schema aquisition and automation’ (Paas et al, 2003:2).

********************************

Paas, F., Renkl, A., & Sweller, J. (2003) Cognitive Load Theory and Instructional Design: Recent Developments.  Available at: https://moodle.roehampton.ac.uk/pluginfile.php/370378/mod_resource/content/1/Cognitive_load_theory_and_instructional.pdf  (Accessed: 17/10/16).