In this post, I’d like to focus our attention on the theory side of things. In particular, a topic whose importance in the eLearning arena was really brought to my attention by a colleague of mine who's helped open my eyes to countless considerations that differ from my background as a traditional secondary educator.

However, one topic that my colleague has helped me to better understand is that of cognitive load.
There has been a great deal of research done on the topic, but in a nutshell, it refers to the amount of information the human brain can effectively process at one time.

And while I knew of it prior to meeting him, I lacked understanding its impact in the eLearning environment. Since Jim’s and my first discussion about cognitive load, I’ve challenged myself to dive into learning more about it, specifically, proactively targeting a learner’s cognitive load while developing eLearning content.

So let’s get started.

There are a variety of terms used with regards to cognitive load theory, but I keep finding myself visualizing it in my mind as a car’s tachometer.
Sure, it’s a metaphor, but conceptually, it aids in the understanding of how/when/why, and to what extent my mind changes gears.

Let’s look at some of my terms:

• Cognitive Up-shift – When a learner is actively adding to his/her cognitive load.
  • EXAMPLE: Reading an article in the newspaper.
• Cognitive Redline – When a learner’s cognitive load capacity has been reached or breached.
  • EXAMPLE: Reading that same article while tying your shoes, eating breakfast, mowing the lawn, and arguing with an angry gorilla…simultaneously!
• Cognitive Stall – When a learner has disengaged from learning.
  • EXAMPLE: Reading a boring article in the newspaper, only to realize five minutes into it, that you’ve stopped reading, have a drool spot collecting on your shirt, and forgot how you came to be holding a newspaper in the first place.​

Just by looking at these three terms, I think it’s safe to point out that as educators, we want to avoid redlining and stalling.

That leaves us with cognitive up-shift. However, don’t think of this simply as time spent actively learning, but rather, expanding the definition of up-shift to include other stimuli that vie for a learner’s attention, thus adding to his or her cognitive load.

Other stimuli, you ask? That’s right. Things like:

• Side conversions
• Email
• Instant messaging
• In-coming phone calls
• Thinking about that fire that needs to be put out
• Course animations
• Course color theme
• Course navigation

To name a few. Okay so that was more than a few. But really, our cognitive load takes on stimuli from three primary categories – at least while in a work setting, and taking an eLearning course:

1. The course itself
2. Physical Distractions
3. Mental Distractions

That said, I’d like to focus on something that, while I’m certain others have thought about, I didn’t really find anything related to intentionally lessening the cognitive load, or, as I refer to it, down-shifting.

A cognitive down-shift allows learners time to ease up on the gas a bit so they don’t redline, but not too much, so they don’t stall either. Essentially, to keep your learner’s brain working effectively and efficiently through a series of up-shifts and down-shifts.

So the question remains…how does one accomplish this?

There are a variety of methods to incorporate down-shifts (humor, interactivity, etc.), but I really want to point out the importance for developers to be aware of this while developing, by using and relying on Captivate’s timeline. Let it become your development tachometer – how much are you asking learner’s to learn, speedometer – how fast are you asking them to learn it, and odometer – for how long are you asking them to learn.
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Until next time, shoot for the stars and BE the YOND!

​I’ve been an active participant in a popular Captivate 9 forum for nearly a year.  While initially perusing the Community, however, I noticed, as with anything really, a variety of users had also chosen to participate - from beginner to the uber-advanced. 

So, the purpose of this blog will be to focus on the myriad of features found within Captivate, and extending to topics revolving around all things instructional design.  By reading ahead, I take it that you are intrigued if nothing else.  I hope to exceed your expectations.

A Bit About Me – My name is Adam Beardslee, and I have been designing and developing content for about five years.  However, I’ve been using Captivate 9 for last year or so.  My background is in Secondary Education, and I’m a Corporate Trainer/Instructional Designer/Developer.  In a nutshell, there’s a good chance that I’m a version of, well, you!

A Bit About this Blog – Each blog will focus (for the most part) on one feature of the system or one topic related to theory.  At the end of each blog I’ll post a comment to address any questions readers may have, or quite possibly, pose a challenge for followers to attempt, and reply with their comments. 

A Bit About You

• Perhaps you have previous experience with a different authoring tool and may have some old habits that may need breaking.
• Perhaps you have been developing content primarily by using PowerPoint and are happy to be part of the Authoring Tool Promised Land!
• Perhaps you are new to authoring tools and instructional design theory altogether and are looking to learn, and share your knowledge with others.

In any case, I’m happy you’re here, and I look forward to sharing my thoughts, and tips and tricks with you.

Until next time, shoot for the stars, and BE the YOND!