Without an Understanding of Human Cognitive Architecture, Instruction is Blind
Our knowledge of human cognition has advanced substantially over the last few decades. That knowledge has considerable implications for instructional design but is almost unknown among instructional designers. Cognitive load theory is an instructional design theory based on our knowledge of human cognition. The theory uses the evolutionary bases of human cognitive architecture to devise instructional procedures. In turn, those procedures are tested using randomized, controlled trials. In this talk I will describe those aspects of human cognition that are relevant to instruction and briefly describe some of the instructional implications that follow.