This is a series of posts discussing examples of the Curse of Knowledge in instructional design, a phenomenon characterised by the unintended omission of information
Category: Cognitive load
The Curse of Knowledge
A type of cognitive bias, the curse of knowledge is essentially characterised by omitting certain information when interacting with another because you assume that what
5 Tricks to Presenting Better SLides – Multi-media principles
Richard Meyer’s Multi-media Principles are of enormous importance to instructional design. Based on Sweller’s cognitive load theory, and Paivio’s subsequent dual coding theory, as the
Asynchronous Discussions – and why you should use them
‘Discussion enables students to find expression for their own thought, to have it challenged, to place this new idea in relation to the first, and
SHAKESPEARE and school age = cognitive overload
I love Shakespeare, and I have taught it lots. But my God it’s hard. On the whole, the language is so complex, the reality is
The Manifestation of Cognitive Overload
The reactions people have to cognitive overload are varied. Some get angry, some withdrawn, some somewhere in the middle. What is common to all who
