Group items tagged

Sweller (2005) discusses changes to long term memory and how instructional design should faciliate changes that support the instructional objectives, not overload it.  Further he discusses how many confuse this with rote learning when it is more than this. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning, In R. Mayer (Ed.). The Cambridge handbook of multimedia learning (pp.19-30). New York, NY: Cambridge University Press.