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Tag : Cognitive Load Theory

RESOURCE: Chunking Information for Instructional Design

Chunking Defined Chunking refers to the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information. The reason the brain needs this assistance is because working memory, which is where we manipulate information, holds a limited amount of information at one time. Why We Chunk
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ABSTRACT: Cognitive Load Theory: implications for medical education: AMEE Guide No. 86

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive
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MANUSCRIPT: Using cognitive theory to facilitate medical education

BACKGROUND: Educators continue to search for better strategies for medical education. Although the unifying theme of reforms was "increasing interest in, attention to, and understanding of the knowledge base structures", it is difficult to achieve all these aspects via a single type of instruction. METHODS: We used related key words to search in
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ABSTRACT: Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive
Continue Reading

ABSTRACT: Applying the cognitive theory of multimedia learning: an analysis of medical animations

CONTEXT: Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive
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