Instructional design/Reducing cognitive load in multimedia instruction/Key Learning Objectives

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After completing this module on Reducing Cognitive Load in Multimedia Learning, instructional designers will apply instructional methods that can reduce cognitive load when creating multimedia training. The result will be instruction that learners find more efficient, effective, and appealing.

At the completion of this Wikiversity module, you will be able to:
  • Identify the type of learner overload and recommend a solution for reducing overload using the methods described.
  • Provide a definition for the terms Dual Channel, Limited Capacity, and Active Processing.
  • Correctly label each section of the Cognitive Theory of Multimedia Learning model.
  • Give examples of essential processing, incidental processing, and representational holding.

Reducing Cognitive Load in Multimedia Learning Topics[edit | edit source]

  1. Coming to Terms: Defining What Is
  2. What’s Going On In There?: How the mind works in multimedia instruction
  3. Cognitive Theory of Multimedia Learning
  4. Cognitive Theory of MML Continued
  5. What’s Your Type of Overload?
  6. Test Your Understanding
  7. Find and Fix
  8. Find and Fix Answers
  9. Lesson Conclusion

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