Lynn Pregitzer (lpregitz) (Feb 3, 2011 10:07 AM) - Read by: 1Reply
Email | Grade | Edit | Delete
While designing instruction requires a multifaceted analysis, some aspects are frequently done at the convenience of the instructor, not the learner. Robert Mager states that an efficient training design will leave the learner ready and able to perform. One important aspect of ensuring learning in an optimal state is to recognize the volume of information a person can process at a time. This is referred to as “cognitive load” or pacing the material to keep the audience alert, fresh and stay focused.
Designing new knowledge into manageable pieces is desirable as it will alleviate the need for repeat training. In the real world, however, this rule sometimes is overlooked. This could be due to cost, convenience of the instructor’s availability or even facility constraints. I found that I was “overloading” in Dr. Liu’s class at the last face to face. The cognitive load in the statistics class was heavier than the instructional design and the leadership class. Speaking for myself, I didn’t have statistics in at least 10 years and diving into latent variables on the 3rd day was difficult. A proper structural analysis was needed, however, to know that his lecture would have been more effective on the first day, not the last.
No comments:
Post a Comment