D4L Project: Money Management for Adult Learners - How to Address Cognitive Load (Pauline, Bethany, Bill, Jason)
Strategies to alleviate INTRINSIC cognitive load
Strategies to alleviate EXTRANEOUS cognitive load
Strategies to alleviate GERMANE cognitive load
Context
Learners
Possessing 11-12 grade equivalent knowledge
Pursuing high-school equivalent diploma
Limited resources (such as computers), but may possess smart phone
Subject
Require pre-requisite knowledge and skills
Deal with numbers and mathematical problems
May be dealing with financial issue
A quick overview/refresher about percentages: using small amount numbers and examples
Adult basic educators
Volunteering
May not have pedagogical knowledge
Teaching is not their professional career
Show a brief introduction video to prepare the learners to initially understand the topic
Use plain and simple language (bullet points are acceptable)
Brief description/explanation on any written instructions
Recommend educators to give verbal instructions rather than telling learners to read long written instructions
Use simple worked example for the initial practice, before giving them a whole complex scenario. We use play money for learners to practice in class.
We won't place the symbols/short text far away from the image/diagram when designing learning resources (to avoid split attention).
Use only relevant resources and scenarios. Less is better, succinct is better.
Use minimalist design when creating PowerPoint, handouts, and job aids.
Use scaffolding activities (guidance fading effect). First, using example with solution. Second, using example with some solution and learners will have to complete it.
Sub-topics are organized and sequenced according to complexity. Using Direct Instruction model is also helpful in organizing the lesson presentation.
Use relevant scenarios to help learners make-meaning (Making meaning helps information transfer to long-term memory more effectively)
Employ applicable exercises that they can implement immediately