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Blog 194

Blog 194

How Learning Happens: Cognitive Load and Problem Solving

By Nidhi Sachdeva

Much too often educational research based in cognitive learning theories remains in academic journals and as a result the gap between research and classroom practice continues to widen. However, the principles of these learning theories and evidence-based research can provide a solid foundation to instructional practices. But what good would this research be if it remains in barely read academic journals and rarely enters the real world of policy and practice? The ongoing pandemic has further amplified this existing gap. The sudden transition to online, remote, and hybrid teaching often failed to take quality research rooted in cognitive psychology into account. There was just no time as instructors across the globe scrambled to convert their face-to-face courses into some kind of virtual delivery model. And yet again, research that could have guided effective online teaching and learning remained in the elite academic journals.

To address this gap, I have developed a microlearning video series called How Learning Happens. This video series is based on a book called How Learning Happens by Paul A. Kirscher and Carl Hendrick. The goal of this 5-part series is to present cognitive learning theories in bite-sized digestible format while also discussing their implications for teaching practices.

Video #1

Cognitive Load and Problem Solving The first video in the microlearning series explores an important theory called the Cognitive Load Theory. In this video we look at the importance of understanding cognitive load and cognitive limit and why it is so important for teaching and learning. This video is useful for educators from all backgrounds.

About the Author

Nidhi Sachdeva is a contract faculty in the Department of Languages, Literatures and Linguistics (DLLL).  Nidhi has been teaching in DLLL at York University since 2009 and her teaching practice includes ESL courses, German language courses and Hindi courses.

Nidhi is also a doctoral candidate in the Curriculum Teaching and Learning Department at the Ontario Institute for Studies in Education at the University of Toronto. Her research focus includes microlearning, cognitive psychology, mobile learning and online learning.

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