A need to understand cognitive architecture.

Understanding the basics of human cognitive architecture is essential to understanding effective instructional design, but how many teachers can actually remember anything about it (that’s if they were even taught it in their teacher training)?

 

Whilst there is little concrete evidence for what I am sharing, after decades of psychological studies on memory, there is a general consensus amongst psychologists, along with some empirical evidence about how memory works. Much of this stemmed from the work of Atkinson and Shriffin (1968), followed by Baddeley and Hitch (1974), which I have attempted to visualise below (I did this for my students, the document can be accessed here should you wish to use):

 

wmm1wmm2

wmm3
Produced by: Dan Williams @FurtherEdagogy with reference to Kirschner et al (2006)

 

With instructional design we need to understand how we can use the aforementioned information to plan and deliver information to learners that will maximise their learning. I have blogged about some instructional design approaches previously, here, here and here, though for me, the Learning Scientists and Oliver Caviglioli have really nailed it with their six study strategies.

 

 

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