Many trainers mistakenly believe that more content leads to more learning, but Cognitive Load Theory disagrees.
The truth is, we can only take on so much information at one time. This is why long lectures suck for learning.
We have a limited working memory capacity. The amount varies from person to person. It even varies in the same person over time. When we learn new information, that new information first enters our working memory. We then need to process that information before it moves to our long-term memory. Only then can we consider it "learned".
When we take on too much information, our working memory fills up. We can't process all of it.
We enter a state known as "cognitive overload".
There are 3 types of cognitive load:
Intrinsic
Cause by the difficulty of the content (e.g. too complex or too much)Extraneous
Created by distractions that don't help learning. For example, hard to understand instructions, loud noise, or unrelated anecdotes.Germane
The effort used by learners to consolidate their learning.
As trainers, our job is to manage intrinsic load, minimise extraneous load, and create space for learners to maximise germane load.
Here are 7 steps you can take to not overload learners with content:
Create learner-centred observable learning outcomes.
Use the learning outcomes to decide the need-to-knows.
Start by connecting the need-to-knows to knowledge learners already have.
Break up delivery of the need-to-knows into small chunks.
At the end of each small chunk, use a multi-sensory review activity.
Give learners the opportunity to practice the need-to-knows.
Conclude each content segment with activities that promote evaluation of the need-to-knows. Invite learners to make plans on how they will use their new knowledge.
The 4Cs from Training from the BACK of the Room! has all this built in for you.
Too much information can lead to learning paralysis. As trainers, we need to avoid this happening. A simple way we can do this is to use a model like the 4Cs.