Cognitive Architecture and Instructional Design

@Monnowriverman @imagineinquiry @marcxsmith Yes: 1988: https://t.co/jBamKDcpLQ 1998: https://t.co/whZOAZvP9a 2019: https://t.co/YcPWgLU3pZ

RT @PepsMccrea: 1. On CLT & implications for instructional design: https://t.co/SzLqDt8SyQ

RT @PepsMccrea: 1. On CLT & implications for instructional design: https://t.co/SzLqDt8SyQ

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

1. On CLT & implications for instructional design: https://t.co/SzLqDt8SyQ

Really timely share of this, thank you. We @Teach_East_ are looking at CLT with secondary trainees tomorrow but there’s so much for us to consider as teacher educators too.

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

RT @Josh_CPD: 💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paa…

💡Important paper for teachers and T-Eds: Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paas. https://t.co/ZpZFH6mXrV I think CLT is *the* grand organising theory for everything that teachers need to know about cognitiv

@suzyg001 @helenjwc @mmmurmuration @petegriffin7 @NJLury @LearningMaths Also.. https://t.co/AYIakmDdrF

RT @cbokhove: I like the central role of schemas. It was surprising to me that schemas are hardly mentioned at all in the ‘20 year later’ r…

Alternatively, you could read the 1998 article: https://t.co/whZOAZeehC And the ‘update’ from 2018: https://t.co/YcPWgLCsyr And then determine how much attention ‘schemas’ get in the newer article.

I like the central role of schemas. It was surprising to me that schemas are hardly mentioned at all in the ‘20 year later’ review https://t.co/YcPWgLCsyr, especially as the 1998 https://t.co/whZOAZeehC had several paras -> The implications of schemas h

@greg_ashman @Stephen_Hurley @mpershan @MatthewOldridge @NumCog @NumCogLab @tombennett71 @Maloney_EA @rebeccammerkley @mwalibali @SRaaijmakers But Stephen, if you are reading any way...here is some more ;-) The second '20 years' article mentions the origi

@dodiscimus @MissNeutrino @ollie_lovell @P_A_Kirschner Matt gave good suggestions, agree CESE good. Some more: Recent overview (showing quite a few things changed, imo not always for the better): https://t.co/YcPWgLCsyr which follows up from https://t.co/w

I think it sounded like a reasonable way to acknowledge that the level of working memory load depends on schema building. I think indirectly it should be quite obvious that this depends on the level of expertise https://t.co/zgbwstMpfA

@davidfawcett27 @EdScientists @HFletcherWood @olivercavigliol Sweller, Merrienboer & Paas (1998) https://t.co/whZOAZeehC