Considering Cognitive Load as a Key Element in Instructional Design for Developing Graphical Capability

Delahunty, Thomas; Seery, Niall; Lynch, Raymond; Lane, Diarmaid

doi:10.18260/1-2--20205

Cited by 1 publication

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“…(2011) naturally resonates with his influential ‘cognitive load’ theory, which has provided rigorous considerations for instructional design and which is now a lens that many in STEM disciplines apply as a framework for learning analyses (e.g. Guttormsen & Zimmerman, 2007; Anderson et al, 2011; Delahunty et al, 2014; Seery et al, 2018). However, analysis of the traditional theory reveal some limitations critical to how learning is analogised and treated in reference to the complexity of STEM education.…”

Section: Views Of Learning and Capability In Stemmentioning

confidence: 93%

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Delahunty

Kimbell

2021

British Educational Res J

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Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth‐century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self‐regulated and furthermore, self‐determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.

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Section: Views Of Learning and Capability In Stemmentioning

confidence: 93%

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Delahunty

Kimbell

2021

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

Considering Cognitive Load as a Key Element in Instructional Design for Developing Graphical Capability

Abstract: Diarmaid is a Lecturer in Technology Teacher Education at the University of Limerick. His research interests are in the areas of freehand sketching, cognition and spatial visualization. He is currently Director of Membership of the Engineering Design Graphics Division (EDGD).

Cited by 1 publication

References 12 publications

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

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