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Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychologist Taylor & Francis

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Educational Psychologist , Volume 38 (1): 9 – Jan 1, 2003

Abstract

Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.

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References (81)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis
ISSN
1532-6985
eISSN
0046-1520
DOI
10.1207/S15326985EP3801_2
Publisher site
See Article on Publisher Site

Abstract

Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.

Journal

Educational PsychologistTaylor & Francis

Published: Jan 1, 2003

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