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Cognitive Load Theory and Instructional Design: Recent Developments

Cognitive Load Theory and Instructional Design: Recent Developments EDUCATIONAL PSYCHOLOGIST, 38(1), 1–4 Copyright © 2003, Lawrence Erlbaum Associates, Inc. PAAS, RENKL, SWELLER INTRODUCTION Cognitive Load Theory and Instructional Design: Recent Developments Fred Paas Educational Technology Expertise Center Open University of The Netherlands, Heerlen Alexander Renkl Department of Psychology University of Freiburg, Germany John Sweller School of Education The University of New South Wales, Sydney, Australia Cognitive load theory (CLT) originated in the 1980s and un- interactivity is low because each item can be understood and derwent substantial development and expansion in the 1990s learned without reference to any other items. In contrast, by researchers from around the globe. As the articles in this learning how to edit a photo on a computer provides an exam- special issue demonstrate, it is a major theory providing a ple of high-element interactivity. Changing the color tones, framework for investigations into cognitive processes and in- darkness, and contrast of the picture cannot be considered in- structional design. By simultaneously considering the struc- dependently because they interact. The elements of high-ele- ture of information and the cognitive architecture that allows ment interactivity material can be learned individually, but learners to process that information, cognitive load theorists they cannot be understood until all http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychologist Taylor & Francis

Cognitive Load Theory and Instructional Design: Recent Developments

Educational Psychologist , Volume 38 (1): 4 – Jan 1, 2003

Cognitive Load Theory and Instructional Design: Recent Developments

Educational Psychologist , Volume 38 (1): 4 – Jan 1, 2003

Abstract

EDUCATIONAL PSYCHOLOGIST, 38(1), 1–4 Copyright © 2003, Lawrence Erlbaum Associates, Inc. PAAS, RENKL, SWELLER INTRODUCTION Cognitive Load Theory and Instructional Design: Recent Developments Fred Paas Educational Technology Expertise Center Open University of The Netherlands, Heerlen Alexander Renkl Department of Psychology University of Freiburg, Germany John Sweller School of Education The University of New South Wales, Sydney, Australia Cognitive load theory (CLT) originated in the 1980s and un- interactivity is low because each item can be understood and derwent substantial development and expansion in the 1990s learned without reference to any other items. In contrast, by researchers from around the globe. As the articles in this learning how to edit a photo on a computer provides an exam- special issue demonstrate, it is a major theory providing a ple of high-element interactivity. Changing the color tones, framework for investigations into cognitive processes and in- darkness, and contrast of the picture cannot be considered in- structional design. By simultaneously considering the struc- dependently because they interact. The elements of high-ele- ture of information and the cognitive architecture that allows ment interactivity material can be learned individually, but learners to process that information, cognitive load theorists they cannot be understood until all

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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis
ISSN
1532-6985
eISSN
0046-1520
DOI
10.1207/S15326985EP3801_1
Publisher site
See Article on Publisher Site

Abstract

EDUCATIONAL PSYCHOLOGIST, 38(1), 1–4 Copyright © 2003, Lawrence Erlbaum Associates, Inc. PAAS, RENKL, SWELLER INTRODUCTION Cognitive Load Theory and Instructional Design: Recent Developments Fred Paas Educational Technology Expertise Center Open University of The Netherlands, Heerlen Alexander Renkl Department of Psychology University of Freiburg, Germany John Sweller School of Education The University of New South Wales, Sydney, Australia Cognitive load theory (CLT) originated in the 1980s and un- interactivity is low because each item can be understood and derwent substantial development and expansion in the 1990s learned without reference to any other items. In contrast, by researchers from around the globe. As the articles in this learning how to edit a photo on a computer provides an exam- special issue demonstrate, it is a major theory providing a ple of high-element interactivity. Changing the color tones, framework for investigations into cognitive processes and in- darkness, and contrast of the picture cannot be considered in- structional design. By simultaneously considering the struc- dependently because they interact. The elements of high-ele- ture of information and the cognitive architecture that allows ment interactivity material can be learned individually, but learners to process that information, cognitive load theorists they cannot be understood until all

Journal

Educational PsychologistTaylor & Francis

Published: Jan 1, 2003

There are no references for this article.