In May we began our foray into pedagogy by discussing the roles of faculty (digital immigrants) and students (digital natives) in response to the question: “Should students drive media selection?” The interpretation of these roles is one key factor in defining a learning theory. While there are many different approaches to education, they typically fall under one of three basic learning theories: Behaviorism, Cognitivism, and Constructivism. (For an overview of these theories, please refer to the following link: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm )
This month we will examine cognitive load theory as presented in an article shared by Mark Werner.
- Research into Cognitive Load Theory and Instructional Design at UNSW by Dr. Graham Cooper
- What do you think of the instructional strategies presented by the author? Are they helpful? Limiting? Practical or impractical?
- >How might cognitive load theory impact design of instruction using educational technologies commonly adopted by faculty? (I.e.: WebCT, PowerPoint, etc.)
- What is the role of the instructor in the context of this theory? What is the role of the student? How is learning promoted?