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.

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.