Whenever a teacher orally explains something to a class or a pupil, wheneverpupils talk to each other or hear speech, the information presented is transient. Byits very nature, all speech is transient. Unless it is recorded, any spoken informationdisappears. If it is important information for the learner, then the learner must tryto remember it. Remembering verbal information often can be more easily achievedif it is written down. Writing was invented primarily to turn transient oral informa-tion into a permanent form. In the absence of a permanent written record, thelearner may need to use a mental rehearsal strategy to keep information alive inworking memory before it dissipates. The more information there is to learn, themore difficult it becomes to remember, unless it is written down, or students haveadditional access to a permanent record. Furthermore, if spoken informationrequires complex processing, then the demands made on working memory becomeeven more intrusive. For example, if a teacher explains a point using several spokensentences, each containing information that must be integrated in order to under-stand the general gist, the demands made on working memory may be excessive.Information from one sentence may need to be held in working memory whileinformation from another sentence is integrated with it. From this perspective, suchinformation will create a heavy cognitive load. Accordingly, all spoken informationhas the potential to interfere with learning unless it is broken down into manageableproportions or supported by external offloads such as written notes.

Good video. Funnily enough, I related it to Mazlow's hierarchy of competence a minute before you mentioned it. (Mr. Hoorn here, btw.) Another connection I made was to van Merriënboer et al. their "Ten Steps to Complex Learning" or "4 Component Instructional Design". Particularly with regards to doing a skill decomposition (by analyzing experts, the theory, etc.) in order to build a map for how best to learn a complex skill, reducing complexity as much as possible while still remaining true to the authentic learning task; i.e., don't learn certain skills in isolation (drill) unless the easiest version of a task still causes cognitive overload. Because if you learn in isolation too much, your brain misses on the nuances of application in harmony (element interactivity). Related to the concept of "the whole is greater than the sum of its parts". You can master each skill composite individually but still fail epically at combining them into one activity, which is often required.

Interesting. I suspect it depends on how you use it. Students with a high level of metacognitive capacity could use this to their advantage. Teaching (particularly the Whole-Part-Whole Reteaching technique) is a very useful technique for active recall (don't forget expanding gap spacing and interleaving); it forces you to use all aspects of your cognitive schemas to provide a clear and understandable explanation of what you know to have others understand it. When you struggle to explain it to others or they ask questions and you cannot answer it (or explain it in different ways) you have identified knowledge gaps.These recall techniques serve not only to strengthen the neural connections between concepts in the cognitive schemata (Hebbian plasticity; re-encoding benefits) but, perhaps more importantly, also to identify knowledge gaps making you know what to focus on when improving your knowledge mastery (maybe even what information to drill, depending on the information type).

Excellent video. I do have to mention that Germane Load is an old concept. In the newer model it is called Optimized Intrinsic Cognitive Load -> Working Memory devoted to the creation or automation of cognitive schemata.

Narratives are how we conceptualize the world. Certain narrative links – links between events that we add in to help explain the world – are picked up through mimesis. We see others think of the world in a particular way, and we start to conceptualize the world in similar terms. And the best solution to a harmful narrative is a more enriching narrative. You have to have a replacement for the narrative you are trying to rid yourself of.

Wonderful article by the philosopher Jared Henderson, who I regularly watch on YouTube.

***Deep Processing***-> It's important in learning. It's when our brain constructs meaning and says, "Ah, I get it, this makes sense." -> It's when new knowledge establishes connections to your pre-existing knowledge.-> When done well, It's what makes the knowledge easily retrievable when you need it. How do we achieve deep processing in learning? 👉🏽 STORIES, EXPLANATIONS, EXAMPLES, ANALOGIES and more - they all promote deep meaningful processing. 🤔BUT, it's not always easy to come up with stories and examples. It's also time-consuming. You can ask you AI buddies to help with that. We have it now, let's leverage it. Here's a microlesson developed on 7taps Microlearning about this topic.

Perhaps the best method would be to take notes—not excerpts, but condensed reformulations of what has been read. The re-description of what has already been described leads almost automatically to a training of paying attention to “frames,” or schemata of observation, or even to noticing conditions which lead the text to offer some descriptions but not others.

In the first half of the 2021-22 school year, the average K-12 student accessed 74 different education technology products, platforms or services while the average K-12 teacher interacted with 86 different tools in the course of their work.

Collecting does not transform us and always postpones learning and transformation to the future. Collecting creates debt that we promise to pay back in some future that never arrives.

So transcriptor aims to do less, and impose the bare minimum of cognitive load needed to convert a REPL interaction into a test. The entire API is four functions:

your cognitive load increases with the level of indentation. 1 2 3 4 5 6 7 8 9 10 if r.Method == "GET" { if r.Header.Get("X-API-KEY") == key { // ok return nil }else{ return errors.New("Key is not valid") } } else { return errors.New("Invalid Method") }

Cognitive capacity is the total amount of information the brain is capable of retaining at any particular moment. This amount is finite, so we can say our total capacity is only ever 100%. How much of one’s cognitive capacity is being used towards a particular task at any given time is called the cognitive load

.Adopting the habit of knowledge capture has immediate benefitsfor our mental health and peace of mind. We can let go of the fearthat our memory will fail us at a crucial moment. Instead of jumpingat every new headline and notification, we can choose to consumeinformation that adds value to our lives and consciously let go of therest.

Washington State mathteacher Brendan Jeffreys turned to gesture as a way of easing the mental loadcarried by his students, many of whom come from low-income households,speak English as a second language, or both. “Academic language—vocabularyterms like ‘congruent’ and ‘equivalent’ and ‘quotient’—is not something mystudents hear in their homes, by and large,” says Jeffreys, who works for theAuburn School District in Auburn, a small city south of Seattle. “I could see thatmy kids were stumbling over those words even as they were trying to keep trackof the numbers and perform the mathematical operations.” So Jeffreys devised aset of simple hand gestures to accompany, or even temporarily replace, theunfamiliar terms that taxed his students’ ability to carry out mental math.

A familiar example ofsuch offloading is the way young children count on their fingers when workingout a math problem. Their fingers “hold” an intermediate sum so that their mindsare free to think about the mathematical operation they must execute (addition,subtraction) to reach the final answer.

designed gestures can lighten our mentalload.

Research shows that moving our hands advances our understanding ofabstract or complex concepts, reduces our cognitive load, and improves ourmemory.

I don't think it's a surprise to anyone to know that there are certain activities that help create that space, and it’s been widely commented upon. Doing the dishes, walking the dog, cleaning the house – you need to be doing something.For me, pruning trees in our olive grove is perfect. It takes a little bit of attention, but not that much attention.

Our brains work not that differently in terms of interconnectedness.Psychologists used to think of the brain as a limited storage spacethat slowly fills up and makes it more difficult to learn late in life. Butwe know today that the more connected information we alreadyhave, the easier it is to learn, because new information can dock tothat information. Yes, our ability to learn isolated facts is indeedlimited and probably decreases with age. But if facts are not kept

A recent review of the evidence finds that when students are cognitively overloaded, they disengage more often, perform badly and learn less. You can help students stay focused by making your presentations less cognitively overloaded. So, shorten slides, reduce text, use diagrams, remove irrelevant images, progressively reveal content and stick to one idea per slide. Take a careful look at the materials you use and ask yourself: “What’s my main message? What distracts from that? How can I remove distractions?”

Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4

As one of the authors recently pointed out [2], the cognitive demands on a person in a low-tech, paleolithic environment equal or exceed the cognitive loads placed on members of industrialized societies.

programmers can try to be aware of their configuration systems and the cognitive overhead they impose on people.

every human has a defined cognitive load that the memory can process. Making anyone process more information than defined will result in cognitive overloading.

Cognitive Overhead (aka Cognitive Load): often the task of specifying formalism is extraneous to the primary task, or is just plain annoying to do.

Our eyes decide our focus of attention and therefore our thoughts and our cognitive load.

TABLE 1. Practices to maximize student learning from educational videos

Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new infor-mation, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience.

Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex back-grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn-ing.

The benefits of signaling are complemented by segmenting, or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John-son, 2008; Ibrahim et al., 2012), a change in color or contrast (deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009).

The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome.

The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec-tivity within the subject

he second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.

This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory mem-ory to pay attention to during the learning process, an observa-tion that has important implications for creating educational materials

Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory,

E-Learning Theory (Mayer, Sweller, Moreno)

Joe understands this and explains that he will do his best to give you the valid conceptual feel that you want—trying to tread the narrow line between being too detailed and losing your over-all view and being too general and not providing you with a solid feel for what goes on.

He recommends decreasing cognitive load by putting smaller bits of information together into chunks.