Design eLearning to Reduce Cognitive (Over)Load

The cognitive load of an eLearning module—that is, theamount of brainpower it demands of learners so that they can process andunderstand the information—varies. Some of the factors are under the control ofthe instructional designer; some are not. Cognitive load is an intersection of:

• Intrinsic cognitive load—the inherent complexity of a learningtask—is not directly controlled by the designer. However, some approaches toeLearning design can help reduce cognitive overload, even when teaching complexprocesses and concepts.
• Germane cognitive load refers toactivities and presentation of material that enhance learning. Instructionaldesigners have considerable control here. One factor they do not control, butcan make allowances for, is the level of expertise of learners using theeLearning.
• Extraneous cognitive load, also afunction of the presentation of the material and activities required, impairslearning. Extraneous cognitive load is created when learners are asked to dotasks that are not connected to the learning goals. This is entirely a functionof design.

Designers can create dynamic and engaging eLearning using theseseven popular approaches, while also reducing cognitive load:

1. Microlearning or chunking—In the lingo ofcognitive-load theorists, material that has “high-element interactivity” ishigh in intrinsic cognitive load: It’s complex, multistep, and the pieces mustall be mastered before the material as a whole becomes comprehensible. However,each step or element can become a separate “schema” or element of learning.Once a learner has mastered a series of schemas—chunks—a different eLearningactivity can pull the pieces together into a coherent process or unit ofinformation.
2. Multimodal presentation—Humans processinformation differently if they are seeing it versus hearing it. Presentingsome material visually, via text, diagrams, color schemes, or icons, andpresenting additional material verbally, using narration, reduces cognitiveload and allows many learners to process the information better. 
3. Content curation—Rather than includeeverything, even the kitchen sink, in an eLearning course, offer curatedcontent as supplementary material. Novice learners can focus on the essentialinformation, presented clearly in the eLearning; expert learners can exploremore deeply by reading linked content, watching optional videos, and engagingin advanced activities.
4. Just-in-time learning or job aids—Providesome instruction, particularly instructions for short procedures or fact sheetson products, in handy, easily accessible (mobile-friendly) formats: shortvideos, checklists, or flash cards. Learners can easily find and use these atthe moment they need the information. By reducing the amount learners areexpected to memorize or learn at once, designers can reduce the potential forcognitive overload.
5. Ease off on the bells and whistles—Gamemechanics or interactivity are appropriate for some eLearning, but not all. Ifthe subject matter has a high intrinsic cognitive load, the presentation shouldprobably tend toward the simple; save the special effects for livening uptopics that might be important but that are not inherently engaging.
6. Keep activities relevant—Ask learners toapply learning in activities that make sense and reflect how they will actuallyuse the information on the job. A simulation where learners practice actualskills and are required to generate their own response to a prompt is morehelpful (and realistic) than a multiple-choice quiz where they select from alist of canned—but improbable—responses.
7. Simplify, simplify, simplify—Use plainEnglish and make sure to include simple, complete, and clear instructions.Keep the design clean and logical, with navigation elements like buttonsobvious. Use large, clear fonts. In short, don’t make learners work so hard toget into and understand the workings of the eLearning that they have no brainpower left to tackle the actual material.