认知负荷与任务复杂度之关系何在.pptVIP

Efficiency in LearningChapter 1Cognitive Load and Efficiency Learning Abstract p5 Efficiency instructional environments lead to better learning, faster learning  making the best use of limited human cognitive capacity. Cognitive load theory- Scientific basis for efficiency in learning Issues to be discussed Three types of cognitive load Variation in cognitive load Learner prior knowledge Complexity of learning task Costs of Inefficient Instruction Training investment: US$50-60 billion /US/per year (More) Efficient learning environments: Reducing instructional time Improving leaning outcomes Information overload – practitioners experienced difficulties The growth of information amount The complexity and number of tasks that workers experienced Organizations want to save costs by reducing time spend in training programs p6 What is Cognitive Load Theory Miller (1956): Human brain (cognitive system) can only process 7 + 2 items at one time. Once we exceed those limits, our thinking and learning process bog down Based on research conducted over the past 25 years, the rule of 7 + 2 has been expanded into instructional principle cognitive load theory P 7 What is Cognitive Load Theory Definition of Cognitive Load Theory Cognitive Load Theory is universal Applies to all types of content Addresses how to use tools for training Applies to technical content and soft skills in all platforms Suits to instructional designers and teachers Cognitive Load Theory offers principles and related instructional guidelines P 7-8 What is Cognitive Load Theory Definition of Cognitive Load Theory Cognitive Load Theory is evidence-based Research-based findings support the theory Cognitive Load Theory leads to efficient learning Cognitive Load Theory leverage human cognitive learning processes Minimize wasted mental resources Put limited mental resources to maximal work Adapt to instructional settings P 7-8 Types of Cognitive Load Intrinsic load: mental work imposed by the complexity