Reducing the cognitive load when learning complex tasks helps us learn more efficiently and effectively. Use these techniques to help people learn.

1. lighten
the
load
Keoni Cabral

2. Experts aren’t more intelligent or
thoughtful than novices
Keith Bloomfield

3. Experts just have more
information networks and
higher automation levels

4. They’ve seen almost every
possible situation and
learned responses for
each; responding
automatically without
needing to concentrate

5. Novices have few
examples to draw from
and are presented with a
‘problem to solve’ in
almost every new
situation

6. What’s worse, even when
they realise the response
required, they may have
difficulty performing the
required action

7. They need to
concentrate intently to
avoid making mistakes

8. To help learners
we need to
lighten the load
Keith Bloomfield

9. You’ve seen the test…

10. 5 9 8 2 3 4 7 6 1

11. recall the string of
numbers and on
average we remember
around seven

12. That’s pretty easy for a
simple string of
numbers but when we
are learning something
complex it is much
harder

13. Complex learning
involves high levels of
element interactivity
!
That means the
information about to
be learned cannot be
understood in isolation

14. These techniques help lighten the load
goal free effect
!
worked example
!
split attention effect
!
redundancy effect
!
modality effect

15. Benefits include
Note: enhanced performance means both shorter times to complete problems and fewer errors
reduced training time
!
enhanced
performance on test
problems
!
enhanced performance
on transfer problems

16. the
goal free
effect
Sergio Bertolini

17. the
goal free
effect
instead of providing a
problem or example
and asking for a
specific answer
If y =x + 6, x =z +3, and z =6, find the value of y

18. the
goal free
effect
provide problems or
examples and simply
ask to find what you
can
If y =x + 6, x =z +3, and z =6, find what you can

19. the
goal free
effect
How could you apply
this to one of your
learning sessions?

20. the
worked
example

21. the
worked
example
is presented to show
directly, step by step,
the procedures to solve
different problem types

22. the
worked
example
!
identify problems of a
particular type
!
recall the steps in
sequence needed to
solve each particular
type
!
and perform each step
without error
requires learners to

23. the
worked
example
present two problem
states at a time
!
inform the paired
nature of the material
!
instruct to pay close
attention to the
example so they begin
to see the association
example A, problem A, example B, problem B

24. What are two close
examples in your
environment you could
demonstrate first then
let the learner solve?
the
worked
example

25. the
split attention
effect

26. the
split attention
effect
many instructions need
both pictorial and textual
information

27. when neither the image nor
the text alone provide enough
information
!
we traditionally present images
with text above, below, at the
side (or worse still) on a
separate page
the
split attention
effect

28. the
split attention
effect
instead of this

29. the
split attention
effect
and this
The forgetting curve shows how information is lost over
time when there is no attempt to retain it. A typical
graph of the forgetting curve purports to show that
humans tend to halve their memory of newly learned
knowledge in a matter of days or weeks unless they
consciously review the learned material.

30. the
split attention
effect
do this
integrate text
and image

31. the
split attention
effect
What images and text
can you combine in
your presentations?

32. the
redundancy
effect
JD HancockThe Five Stages Of Stormtrooper Grief

33. the
redundancy
effect
when the image or the text
provide enough information on
their own
!
we don’t need to repeat

34. the
redundancy
effect a single source of instruction
returns higher levels of
learning than either:
!
an integrated format (text and
graphics together)
!
or a dual format (text and
graphics in parallel)

35. the
redundancy
effect
What would you just provide
in textual form?
!
What would you provide in
pictorial form alone?

36. coffee is good
the
modality
effect
JD Hancock

37. the
modality
effect
we have identified those
techniques that work within
the limits of memory
!
what if we could expand our
working memory?

38. the
modality
effect
some portions of our memory
are dedicated to visual
information only
!
some are dedicated to aural
information only

39. and some aurally
the
modality
effect
partition information so that
some is presented visually
(text and graphics)
JD Hancock

40. the
modality
effect
A reason why multi media can
be used
!
How can you use this
technique right now?

41. Don’t forget!
To help learners we need to…
Keith Bloomfield

42. lighten
the
load

43. Zachary Veach
By integrating these techniques
goal free effect
!
worked example
!
split attention effect
!
redundancy effect
!
modality effect

44. Print this out to help
Standard practice Cognitive load generated effect
Use conventional problems specifying the
goal so students know what they have to find
The goal free effect
Use goal free problems
Students need to solve many problems to
learn because ‘practice makes perfect’
The worked example effect
Students learn by studying worked examples.
Problem solving is used to test if learning has
been effective
Instructional materials which require both
textual and graphical sources of instruction
should be presented in a ‘neat and tidy’
fashion where the text and graphics are
located separately
The split attention effect
Instructional material requiring both textual and
graphical should integrate
The same information should be presented in
several different ways at the same time
The redundancy effect
Simultaneous presentations of similar
(redundant) content must be avoided
Similare to-be-learned information should be
presented using an identical media format to
ensure consistency in the instructional
presentations
The modality effect
Mix media, so that some information is
presented visually while the remainder is
presented auditorally

45. go!
be
awesome