Managing learner cognitive load for more efficient learning

When:7 Nov 2018, 9am - 4pm
Venue:Room 119, Level 1, John Goodsell Building
Who:Slava Kalyuga, Professor of Educational Psychology
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Cognitive load theory as a prominent research field has been around for over 30 years, with many research groups in leading universities around the globe working within this framework. Recently (August 2017), the Centre for Education Statistics and Evaluation, NSW Government published the report “Cognitive load theory: Research that teachers really need to understand” with the aim of attracting more attention of the teaching community to this area of research.

This workshop is designed as an introduction to this theory intended for practicing teachers and instructional developers. It will provide them with theory- and research-based recommendation on information presentations techniques that are best suitable for learners with different and changing levels of knowledge in a specific task area. Focusing on extensively researched principles and methodologies, the workshop offers their practical implications with concrete examples of teaching methods and strategies. Among these methods are using goal-free problems, worked examples, reducing learner split-attention, avoiding redundant information presentations, using animations or static pictures depending on levels of prior knowledge, using different modalities for presenting related sources of information. The workshop introduces learners to fundamental characteristics of human cognitive architecture that need to be considered to make instruction efficient - to learn effectively and without ‘headache’ caused by cognitive overload.

Teachers will learn how to detect instructional situations that may overload learners, and which techniques to use to avoid such overload.

Professor Slava_KalyugaAbout Professor Slava Kalyuga

Dr Kalyuga is a Professor at the School of Education, the University of New South Wales, where he received a Ph.D. and has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise. He is the author of three books and more than 60 research articles and chapters.

NESA logoCompleting this workshop will contribute 6 hours of NESA Registered Professional Development addressing Standards 1.1.2, 1.2.2 and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

**Please note that attendance for all hours is mandatory in order to receive accreditation. No partial attendance will be able to receive accreditation, so please plan your travel and commitments accordingly.

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