This post expands off my usual focus of technology integration, research, and learning theories; consider this a learning theory and technology tangent.  The post looks into the reality of incorporating technology, learning theories, and research into everyday life.

I had to create a video for my Visual Literacy course last spring semester.  Visual Literacy focused on using technology, visual elements, and artistic elements to appeal to not only the eye, but also emotions and the brain.  A big focus was on the theory of cognitive load.  Seminal researcher, John Sweller of the University of NSW Australia, introduced us to Cognitive Load theory in 1994.  Sweller (1994) argued that the brain, and more specifically the working memory, as a limit to what it can accomplish at once.  When overworked, the brain cannot process all the information being given at once, which causes the learning process to slow down and confusion to emerge.  This goes against the many of us (myself included) who claim to be able to multi-task.  I am sure there is additional research out there to say whether multi-tasking is possible or not – I have not looked into it much (probably due to my own fear that my “ability” does not exist as well as I think/hope it does).

If you are interested in more information on cognitive load theory, check my citation at the bottom of this post. While Sweller’s article is long and can be extremely scientific at times, it is also fascinating to learn more about how the brain works and processes information.  I think we take for granted that our brain will naturally process information the way we need it to.  It shocks and puzzles people when someone’s brain does not function properly.  Sometimes, people will blame behavior or motivation, and not the brain for actions and inabilities to learn.  I say this because I have not only seen it, I have personally done it.

For this Visual Literacy class, I had to focus on only providing the most important information in my video while still appealing to emotions and artistic elements.  The topic given was “place,” to be interpreted however each of us chose.  I originally began with a physical place – Disney World is a very common vacation spot for my family, and I had many pictures and videos at my disposal.  It was my young daughter who changed my video, and she is very proud of it.

This is my dear 7-year-old, Laura.

My overall point with this posting:  Cognitive load is something all educators at all levels need to take into consideration.  Maybe it is not motivation or focus, but the inability to process all the information in the manner in which it is being presented that does not allow all students to be successful.  Presenting the basic information, without unneeded extras, will help all students.  It might have made all the difference for this child.

Consider cognitive load.  Read Sweller’s work.  Look beyond simple answers for deeper, buried reasons for a lack of motivation or slower learning processes.

Finally, on behalf of Laura, here is her video.  Please feel free to share – she hopes to inspire others who are struggling just like her.

Sweller, J. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction. 4. p.295-312.