Cognitive load theory and instructional design: Recent developments. Educational psychologist

This article begins with describing how the Cognitive loud came about, a little background and history. It then described that the working memory can only hold limited information at a time, long term memory is the next step which allows us to process the information we gain further and with that we then develop schema. “As used by Piaget the term “schema” refers to a dynamic, self-producing system that is differentiated in functioning; its constitution over time is an aspect of the functioning of the embodied nervous system” (p:402). The article described that the first moments of the activity is critical because the brain can make a decision to keep or not keep that information. They even described that languages is difficult to adjust our long term memory to connect with the new information so the working memory has to work extra hard. This is what encouraged me to do my activity using a video ,  videos may work effect because we process the pictures that we are seeing and listening to what is going on and this gives the working memory encouragement for it to than become long term memory. Having a clear message in the video and debating about it after can help the process of the working memory to help capture what information was just gained. Holton (2009), suggest that cognitive load need to clarification especially the mental status of the working memory.

Paas, F., Renkl, A. and Sweller, J., 2003. Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), pp.1-4.

Holton, D. (2009) Cognitive Load Theory: Failure? EdTechDev https://edtechdev.wordpress.com/2009/11/16/cognitive-load-theory-failure/