Microlearning is designed to meet a specific learning outcome, but how can you know that your design will be effective? One aspect to consider is the cognitive load required to process the information and activities you design. That’s because information overload is a significant hindrance to effective learning and retention. Fortunately, we can do something about it. Over the decades, cognitive load theory has been researched and refined. This interactive session demonstrates ways that learning designers can reduce high cognitive load during individualized and collaborative learning.

In this session, we will explore:

• A model of how people learn
• Different types of cognitive load
• Causes of high cognitive load
• Practical instructional strategies you can use to reduce high cognitive load
• How cognitive load affects collaborative learning

Connie Malamed helps people learn, grow, and build instructional design skills at Mastering Instructional Design. She is a consultant, author and speaker in the fields of online learning and visual communication. Connie is the author of Visual Design Solutions and Visual Language for Designers. She also publishes The eLearning Coach website and podcast. She was honored with the Guild Master award in 2018 for contributions to the learning technologies industry.