How do the different types of cognitive load (Intrinsic, Extraneous, Germane) affect learning?

Task1 Intrinsic, Extraneous, Germane
How do the different types of cognitive load (Intrinsic, Extraneous, Germane) affect
 Review the definition of each type of load
 Use an example to describe how they affect learning
Task2 Cognitive Load Commentary
Please watch this multimedia example and the provide your commentary and critique in
terms of cognitive load. Please be very clear and organized in your commentary post in
terms of the kinds of cognitive load and principles that are used or violated. What is
working for the learner and what is not working for the learner in terms of being able to
process the instruction. Also explain how this could be improved.
Please select “Polar and Nonpolar Covalent Bonds” in the left blank.
Task3 Redesign
How would you redesign this example to help your learners process it more easily? Make
sure you state the type of cognitive load this example represents. Post your design to the

Task4 Cognitive Load Theory and Schema Theory
How can Cognitive Load Theory and Schema Theory be used to inform the design of
meaningful learning for ONE (your choice) of the following examples:
1. Design multimedia software to introduce medical students to human anatomy.
2. Design multimedia instruction to train experienced Airline Pilots on the navigational
instruments of a new type of airplane.
3. Design multimedia instruction to teach university students in the history of the
American civil war.

 Overview
Recall the second class when we identified all the barriers that could occur
during the various stages of the human cognitive architecture from sensory
memory to working memory to long term memory. This class will dive deeper into
issues of cognitive processing specifically during multimedia learning. The
questions we aim to ask and answer are:
o What are sources of cognitive load during learning?
o What kind of cognitive load do learning designers have control over?
o What strategies for managing essential load can be applied?
o What strategies for reducing non-essential load can be applied?

 Learning objectives:
o Identify Types of Cognitive Load in Various Examples
o Explain Cognitive Load and the types of Cognitive Load we experience
o Explain Working Memory Model with respect to cognitive load

o Apply principles to design of learning environments to address capacity
o Identify issues of cognitive load in terms of schema learning

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