MASToday - 13

MASToday
Master Apply Sustain

9

Instruction should be designed to
reduce working memory load

9

Working memory is very limited and
must be free in order to process new
information. In order for new knowledge
to make its way from working memory
into long-term memory for later recall,
cognitive load must be kept at a minimum
during the learning process.

The optimal lesson length for
learning is much shorter than you
might think!

We're probably all familiar with the
concept of chunking, but what many of
us don't know, is that learner recall drops
off dramatically after the first 5 minutes
of learning.
Why? According to research on
information impact and factors
affecting recall, students who
watched a 20-minute presentation
experienced the highest impact and
retention during the first 5 minutes,
with impact declining progressively
over the following 15 minutes. This
tells us that people tend to remember
what they learned first, and that
information should be organized
into chunks that are less than 10
minutes each.

Why? Scientists studying cognitive
load theory have found that most
of us can keep only about 3 or 4
pieces of information in our working
memory at any one time. The way
that learning can take place with such
a small number of pieces in working
memory is by developing schema.

Want to find out more? Click here for recommended reading.

"As designers, we should focus on stimulating students' interest
without adding extraneous materials"
Clark RC, Mayer RE (2011)

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Table of Contents for the Digital Edition of MASToday

Contents
MASToday - 1
MASToday - 2
MASToday - Contents
MASToday - 4
MASToday - 5
MASToday - 6
MASToday - 7
MASToday - 8
MASToday - 9
MASToday - 10
MASToday - 11
MASToday - 12
MASToday - 13
MASToday - 14
MASToday - 15
MASToday - 16
MASToday - 17
MASToday - 18
MASToday - 19
http://mastoday.springerhealthcare.com/issue1
https://www.nxtbookmedia.com