Cognitive load theory (CLT) is originated by John Sweller and his colleagues, according to CLT the best form of learning takes place when it is associated with human cognitive architecture. Pascal (2006) found that, “CLT handles the limited capacity of modality-specific stores in working memory both by reducing extraneous or irrelevant cognitive load and by optimizing the level of germane or relevant cognitive load.” CLT not only helps to reduce the load on working memory but also helps to use the working memory in its full capacity. According to Pascal (2006), the dual capacity of CLT is very useful if “a) people do not yet posses domain-specific prior knowledge, b) the complexity of the task is high, and c) the capacity of working memory is particularly limited.”
Information that we deliver though instructional material is processed by the working memory of the learner. The CLT suggests that in order for schema acquisition to happen instruction can help to minimize the load of working memory, and CLT also suggests techniques to design instruction that will reduce the load of working memory and help with better schema acquisition. This theory is often used as an aid for instructional design (ID), and helps to design authentic examples and presentations that contain different types of information. CLT also gained popularity in the area of ID for the presentation of complex and technical information. As CLT helps to reduce the cognitive load of learners, the theory is now also widely used in designing language based instruction (Sweller, 1988). According to Cooper (1990), “Cognitive load theory suggests that effective instructional material promotes learning by directing cognitive resources towards activities that are relevant to learning rather than to processes that are an adjunct to learning.”
References
Cooper G. (1990). Cognitive load theory as an aid for instructional design. Australian Journal of Educational Technology. 1990, 6(2), 108-113.
Pascal, W. M., Van G., Fred P., Tabbers, H. K. (2006). Cognitive aging and computer-based instructional design: Where do we go from here? Educational Psychology Review, 18(2), 141-157.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285 (1988).
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Your discussion of CLT supports a more direct mode of instruction that is in conflict with constructivist learning theory-- directing students to the desired area that will help build schema for further learning. Would you agree?
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