Designing courses that minimize cognitive overload in learners

William Okech, PhD

2023-08-29

Overall Goal

  • To outline a methodology for designing courses that minimize cognitive overload in learners

Outline

Part I: Theories of Memory Processing and Learning

  1. Information Processing Theory
  2. Cognitive Load Theory

Part II: Cognitive Load Theory and Course Design

  1. Identify Learner Personas / Types
  2. Mental Models
  3. Formative Assessments
  4. Improving Course Content and Delivery

Learning Objectives

  • Describe the main types of cognitive load and the limits of human memory.
  • Explain the differences between various learner types / personas.
  • Define mental models and create concept maps.
  • Create formative assessments that diagnose flawed mental models.

Part I: Theories of Memory Processing and Learning

Example: Prof. X’s Biochemistry 101 Lecture (A)

Example: Prof. X’s Biochemistry 101 Lecture (B)

https://monicanasseri.wixsite.com/biochemical-pathways/biochemical-pathways

Information Processing Theory and Cognitive Load

1. Information Processing Theory

  • A framework for understanding how information is encoded into memory
  • Atkinson and Shiffrin (1968) Psychology of Learning and Motivation (2) 89-195
  • https://www.simplypsychology.org/multi-store.html

2. Cognitive Load

  • Available amount of information that the working / short-term memory can hold at a specific time (7 +/- 2 chunks of info at a time)
  • Atkinson and Shiffrin (1968) Psychology of Learning and Motivation (2) 89-195
  • https://www.simplypsychology.org/multi-store.html

3. Cognitive Load Theory

  • Describes how the human mind processes new information

  • 3 Main Types of Cognitive Load

  • Sweller, J. (1998) Cognitive Science 12(2): 257-285
  • https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

3. Cognitive Load Theory

Intrinsic

  • Innate difficulty of a task and complexity of new information.

  • Influenced by age and/or educational background.

  • Sweller, J. (1998) Cognitive Science 12(2): 257-285
  • https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

3. Cognitive Load Theory

Extraneous

  • Load due to poorly designed instructional material.

  • Distracts working memory from processing the required information.

  • Sweller, J. (1998) Cognitive Science 12(2): 257-285
  • https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

3. Cognitive Load Theory

Extraneous

  • Examples
  • Sweller, J. (1998) Cognitive Science 12(2): 257-285
  • https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

3. Cognitive Load Theory

Germane

  • Mental capacity used to integrate new information with existing knowledge

  • Effort required to learn and retain the material

  • Influenced by level of training (Math Professor vs 1st grader)

  • Sweller, J. (1998) Cognitive Science 12(2): 257-285
  • https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

3. Cognitive Load Theory

Summary

https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

Formative Assessment

  • Link to be provided

Extra credit: Short test of working memory

Try during the break: https://miku.github.io/activememory/

5 minute break

Part II: Cognitive Load Theory and Course Design

1. Identify Learner Personas / Types

  • Learners can be distinguished by the mental models they use to solve problem.

  • https://carpentries.github.io/instructor-training/
  • Benner P. (2004) Bulletin of Science, Technology & Society, 24(3), 188–199

2. Mental models

  • “A simplified representation of the most important parts of some problem domain that is good enough to enable problem solving.”

  • Limitations

    • Simplified representation.
    • Atoms are not balls
    • Sticks are not bonds.
  • https://commoncog.com/teaching-tech-together/
  • https://education.riaus.org.au/a-better-way-to-see-molecules/

2. Mental models

https://carpentries.github.io/instructor-training/

2. Mental models

3. Formative Assessments

https://carpentries.github.io/instructor-training/

Help to identify common misconceptions and broken mental models.

  1. Factual errors: The Capital City of Sweden is Doha.

  2. Broken models: Motion and acceleration must always be in the same direction.

  3. Fundamental beliefs: Some people are computational and others are not.

3. Formative Assessments

Example

Each incorrect answer has diagnostic power and will guide correction

https://carpentries.github.io/instructor-training/

3. Formative Assessments

Memory management

https://taylorda01.weebly.com/backward-faded-maths.html

4. Improving course content and delivery

Chunking

https://carpentries.github.io/instructor-training/

4. Improving course content and delivery

Reduce split-attention effect

MindTools: https://www.mindtools.com/aqxwcpa/cognitive-load-theory

4. Improving course content and delivery

Encourage the use of concept maps

Example Discussion: Renewable and Non-renewable Energy Sources

https://visme.co/blog/how-to-make-a-concept-map/

4. Improving course content and delivery

  • Go slow and repeat if necessary
  • Be aware of expert blind spots
  • Use authentic tasks and examples to teach
  • Give and receive appropriate feedback

https://carpentries.github.io/instructor-training/

Conclusions

  • Cognitive load and working / short-term memory have a significant impact on learning outcomes.
  • Knowledge of learner types and personas and the mental models they use is critical for effective teaching.
  • Formative assessments should be incorporated into lessons to identify misconceptions and receive teaching feedback.

References

https://teachtogether.tech/

References

  1. https://monicanasseri.wixsite.com/biochemical-pathways/biochemical-pathways
  2. Atkinson and Shiffrin (1968) Psychology of Learning and Motivation (2) 89-195
  3. https://www.simplypsychology.org/multi-store.html
  4. Sweller, J. (1998) Cognitive Science 12(2): 257-285
  5. https://mcdreeamiemusings.com/blog/2019/10/15/the-good-the-bad-and-the-can-be-ugly-the-three-parts-of-cognitive-load

References

  1. https://carpentries.github.io/instructor-training/
  2. Benner P. (2004) Bulletin of Science, Technology & Society, 24(3), 188–199
  3. https://commoncog.com/teaching-tech-together/
  4. https://education.riaus.org.au/a-better-way-to-see-molecules
  5. https://www.mindtools.com/aqxwcpa/cognitive-load-theory
  6. https://visme.co/blog/how-to-make-a-concept-map/

Discussion Questions

  • Where have you identified “expert blind spots” in your own teaching?
  • How can you reduce cognitive overload in the subjects that you teach?
  • Based on what you have learnt, how will you structure your courses differently?