The essence of Cognitive Load Theory (CLT) lies in its focus on understanding how the human brain processes and retains information. CLT posits that our working memory has limited capacity and is easily overwhelmed. It emphasizes the need to structure learning materials in a way that optimizes the cognitive processing capabilities of students.
By aligning educational content and methods with the principles of CLT, educators can enhance learning efficiency by preventing cognitive overload. Cognitive load theory categorizes cognitive load into three types: intrinsic, extraneous, and germane.
- Intrinsic load is inherent to the complexity of the subject matter,
- extraneous load is generated by the way information is presented, and
- germane load relates to the processing, construction, and automation of schemas.
Why it is important
In the realm of impact-driven education, the goal is to equip students with the skills and mindset necessary to tackle 'wicked problems'—complex, multifaceted issues that defy straightforward solutions. This approach emphasizes the importance of learning to navigate through intricate and often unpredictable scenarios. To achieve this, one of the key design variables in educational planning involves offering students opportunities to engage directly with these challenges. However, the inherent difficulty of such problems requires students to utilize their full capacity for problem-solving and critical thinking. Given the demanding nature of these tasks, it is vital for educators to carefully consider how cognitive load is managed in the learning process. In the context of tackling wicked problems, the objective should be to promote germane load.
How to do it
Optimize extraneous load
Promoting germane load can be achieved by optimizing extraneous load, which in turn frees up cognitive resources. By reducing unnecessary complexities in how information and tasks are presented, educators can enable students to devote more of their mental capacity to deeply engage with the core complexities of wicked problems.
For instance, when designing a ten-week course centered around students tackling a wicked problem, granting them substantial autonomy (student agency) is crucial. This can be effectively achieved by strategically structuring the educational components of the course to minimize extraneous cognitive load. A clear and concise presentation of course logistics—such as explicit deadlines, assessment criteria, and detailed schedules indicating where and when activities will take place—plays a vital role in this process. Providing clarity on the operational aspects of the course does not detract from the complexity the students must navigate when addressing the wicked problem. Instead, it alleviates cognitive burdens unrelated to the core challenge, enabling students to channel their focus and energies more efficiently towards the problem at hand. This approach not only facilitates a more concentrated effort on the wicked problem but also enhances the learning experience by allowing students to learn deeply through direct engagement and problem-solving.
Managing intrinsic load effectively
Optimizing germane load can also be achieved by managing intrinsic load effectively. In the context of impact-driven education, this involves a careful examination of the learning content and the prior knowledge, particularly the complexity of the problem being addressed. A practical strategy for this is scaffolding: beginning with simpler tasks or providing extensive support initially, then gradually increasing the complexity of the tasks or reducing the level of support. Another way is to see if there are tasks (part) that could be trained separately and use a part-whole sequence or a whole-part sequence. .
Further reading:
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. Current Directions in Psychological Science, 29(4), 394-398. https://doi.org/10.1177/0963721420922183Viewed 15-02-2024