Free Ebook Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies), by John Sweller, Paul A
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Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies), by John Sweller, Paul A
Free Ebook Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies), by John Sweller, Paul A
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Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.
The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.
Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
- Sales Rank: #2075788 in Books
- Published on: 2011-03-30
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .69" w x 6.14" l, 1.30 pounds
- Binding: Hardcover
- 274 pages
From the Back Cover
Cognitive Load Theory
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John Sweller, Paul Ayres, Slava Kalyuga
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Effective instructional design depends on the close study of human cognitive architecture―the processes and structures that allow people to acquire and use knowledge. Without this background, we might recognize that a teaching strategy is successful, but have no understanding as to why it works, or how it might be improved.
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Cognitive Load Theory offers a novel, evolutionary-based perspective on the cognitive architecture that informs instructional design. By conceptualizing biological evolution as an information processing system and relating it to human cognitive processes, cognitive load theory bypasses many core assumptions of traditional learning theories. Its focus on the aspects of human cognitive architecture that are relevant to learning and instruction (particularly regarding the functions of long-term and working memory) puts the emphasis on domain-specific rather than general learning, resulting in a clearer understanding of educational design and a basis for more effective instructional methods. Coverage includes:
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- The analogy between evolution by natural selection and human cognition.
- Categories of cognitive load and their interactions in learning.
- Strategies for measuring cognitive load.
- Cognitive load effects and how they lead to educational innovation.
- Instructional design principles resulting from cognitive load theory.
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Academics, researchers, instructional designers, cognitive and educational psychologists, and students of cognition and education, especially those concerned with education technology, will look to Cognitive Load Theory as a vital addition to their libraries.
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Most helpful customer reviews
2 of 2 people found the following review helpful.
An instant class in education research
By Kim H. Pries
I am surprised at the lack of reviews for this seminal work in education theory, although price might be a factor. In my opinion, this book is worth every cent! The principal cognitive load theory (CLT) research for the last 35 years has been done by John Sweller (author 1). His work is solidly based on scientific research and he clearly identifies areas that are hypothetical, how they have been tested to date, and what the results were. Constructivist educators will not like this book, because it does not take a constructivist approach at all. Personally, I liked the hard science and the lack of hand waving, a syndrome present in far too many educational tomes purporting to reflect meaningful research. I am currently implementing modifications to teaching presentation in my own classroom, based on this book and one he wrote with Ruth Colvin Clark. Some ideas: worked examples with "fading," eliminate split attention, reduce extraneous cognitive load, and more. In addition, CLT approaches should help with special education students and my bleary-eyed computer science kids. Try it, you'll like it
0 of 0 people found the following review helpful.
Great Resource!
By ALC
Perfect resource on cognitive load theory. All facets of this theory are discussed in this book. Highly recommend for research background.
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