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Why is "too much cognitive load" a useless diagnosis

Why is "too much cognitive load" a useless diagnosis?

The bottleneck, and the thing that removes it

Check: cut the wrong load

What actually makes material hard

What actually makes material hard?

Worked Example: van Loon-Hillen's primary school classrooms

Check: same tool, worse result

Where the effect goes when you change the comparison

Practice: Locate the load in three artifacts

Check: efficiency or learning?

Expert Depth: Is germane load a real construct

Expert Depth: Is germane load a real construct?

Expert Depth: Whether the evolutionary reframing earns its keep

Check: what would you ask?

The lethal mutation: striving to minimise load

Check: the measurement problem

Take a teaching artifact you already use, locate which of the three loads it is generating, say whether a designer can change that load at all, and name the specific redesign it calls for.

Cognitive Load: Designing for the Bottleneck, Not Around It

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