From Novice to Expert

Cognitive Load Theory was developed by John Sweller. He published a paper on the subject in the journal Cognitive Science in 1988.

“Cognitive load” relates to the amount of information that working memory can hold at one time. Sweller said that, since working memory has a limited capacity, instructional methods should avoid overloading it with additional activities that don’t directly contribute to learning.

This theory suggests that learning happens best under conditions that are aligned with human cognitive architecture. The structure of human cognitive architecture, while not known precisely, is discernible through the results of experimental research. Recognizing George Miller’s information processing research showing that short term memory is limited in the number of elements it can contain simultaneously, Sweller builds a theory that treats schemas, or combinations of elements, as the cognitive structures that make up an individual’s knowledge base. (Sweller, 1988)

The difference between an expert and a novice is that a novice hasn’t acquired the schemas of an expert. Learning requires a change in the schematic structures of long term memory and is demonstrated by performance that progresses from clumsy, error-prone, slow and difficult to smooth and effortless. The change in performance occurs because as the learner becomes increasingly familiar with the material, the cognitive characteristics associated with the material are altered so that it can be handled more efficiently by working memory.

Every day, we are bombarded with sensory information. Sensory memory filters out most of this information, but keeps an impression of the most important items long enough for them to pass into working memory.

 

Working Memory and Schemas

Cognitive Load Theory also shows us that working memory can be extended in two ways. First, the mind processes visual and auditory information separately. Auditory items in working memory do not compete with visual items in the same way that two visual items, for example a picture and some text, compete with one another.

This is known as the “Modality Effect.” So, for example, explanatory information has less impact on working memory if it is narrated, rather than added to an already complex diagram.Second, working memory treats an established schema as a single item, and a highly practiced “automated” schema barely counts at all. So, learning activities that draw upon your existing knowledge expand the capacity of your working memory.

This means that pre-training, or teaching people prerequisite skills before introducing a more complex topic, will help them establish schemas that extend their working memory; and this then means that they can understand and learn more difficult information.

Application in Classroom Learning

In application, Cognitive Load Theory can help us design learning instruction and strategies that reduces the demands on learners’ working memory so they will learn more effectively. Here are several ways:

A. Adapt Lesson Presentation Accordingly

Teachers can adapt their instruction to measure and reflect the level of expertise of their students (from novice to expert) by asking students how familiar they are with the topic or by doing brain gauge activity, which answer the questions – what I already know, what I don’t know, what I want to know.  (this can be TNA in corporate world or SWOT Analysis).

B. Assess Learning Gap

The learning gap is the space between the current student knowledge and the desired learning. If the learning gap is big, students’ working memory might be overloaded. This would normally happen when solving complex problems, where the student needs to work backwards (from desired learning goal to the current knowledge.) Doing so could make learning less effective if it will require the student to hold on too many information at once (which might overload his working memory.)

The best approach would be to break down the activities into simple parts. This reduces the learning gap and lightens the cognitive load, making learning more effective. Also, providing worked examples and presenting problems with partial solutions for the learner to accomplish can work well.

C. Reduce Split-Attention Effect

This is best explained as, 

When you have multiple sources of visual information, such as diagrams, labels and explanatory text, your attention is divided between them. This adds to the cognitive load, making it more difficult to create new schemas.

This effect is reduced when you integrate visual information. Incorporate labels into diagrams, rather than placing them in a box to one side, or, if this isn’t possible, focus in on one part first. If learners need to use a manual while working through a computer program, for example, allow them time to become familiar with the text first, before introducing the program.

Split-attention effects also apply to multiple sources of auditory information. So, for example, if you are speaking to learners on a particular topic, try to remove any extraneous sources of noise, such as other people talking or music playing in the background.

Another way of overcoming the split-attention effect is to replace some of the visual information with auditory information. This reduces the cognitive load on people’s visual working memory by also using the auditory channel, which has its own memory space. In a 1998 study by Mayer and Moreno, for example, students were found to learn most effectively when they were shown an animation that was accompanied by narration, rather than the using same animation with added on-screen text. You can replicate this by directing your learners’ attention to parts of a diagram while talking about it.

To sum it up, Sweller’s theories are best applied in the area of instructional design of cognitively complex or technically challenging material. His concentration is on the reasons that people have difficulty learning material of this nature. Cognitive load theory has many implications in the design of learning materials which must, if they are to be effective, keep cognitive load of learners at a minimum during the learning process.

 

References:

• Cognitive Load Theory. Retrieved from: http://www.instructionaldesign.org/theories/cognitive-load/
• Cognitive Load Theory. Retrieved from: https://www.mindtools.com/pages/article/cognitive-load-theory.htm

• Sweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285 (1988).
• Sweller, J., Instructional Design in Technical Areas, Camberwell, Victoria, Australia: Australian Council for Educational Research (1999).