Glossary

Cognitive Load: an overarching term that refers to the demand on memory and mental processing required for a task (Lovel, 2020; Sweller, 2010). A larger and more complex task increases demand on cognitive load.

• Extraneous load: in the context of the cognitive load framework, extraneous load refers to load that results from how information is presented (incl., design in the delivery of learning).  It translates to ‘learning design’ load. Our aim as learning designers is to design and present content in ways that ease load. For example, using easy to understand language explanations and relatable examples to convey new concepts.
• Intrinsic load: is natural or inherent difficulty of content and its volume (low, mid, high) e.g. ranging from a simple recipe to a very complex recipe.
• Long term memory: is the brain’s knowledge storage system once new content has been absorbed. It is robust (normally), however, accessing information stored requires retrieval which carries limitations. Note we also need to draw from it to function, to interpret and make sense of our environment.
• Cognitive overload: occurs when volume and, or, complexity of information exceeds working memory limits, i.e. exceeds a learner’s cognitive load capacity for processing and storing to long term memory. Segmenting information delivery into units that can be processed in working memory is one way to address cognitive overload to help ensure learning takes place.
• Cognitive overload stress: stress brought on by anxiety due to overload and perceptions of overload e.g., “this looks too hard”.  Overload induced stress creates confusion making comprehension and processing of information more difficult and compounds feelings of being overwhelmed. Stress impedes learning by adding to cognitive load further which also compounds the undermining of confidence and motivation.
• Working memory: capacity for information in-take, it equates to processing power and is highly limited.
• Germane load:  refers to the mental resources (load) required to grasp and integrate new information into long-term memory. It is closely connected to the concept of working memory, and refers to load placed working memory (i.e., working memory load). Be aware, that many use the term working memory to refer to germane load.
• The Forgetting curve: relates to the tendency to forget or not retain information (Baddeley, 2013) and poses a challenge to memory retention. However, degrees of memory fading or forgetting are also natural. This pruning process enables brain-memory retention through selection of priority of information as a way to make room for taking in new information and building learning connections. Repetition and active participation in practice-based activities are learning design approaches that can used to increase absorption into long-term memory, and retention and retrievability to help ensure knowledge and skills remain longer.

Constructivist learning: is an approach that posits that learning can be more effective when students have the opportunity to develop or construct their own knowledge for better understandings through active engagement with principles and concepts (Steffe & Gale 2012). We can facilitate this through activities that place the student at the centre of learning. We can encourage students to draw on their personal and existing understandings to help learners grasp new information in ways that are meaningful to them (see social constructivist learning).

Practical value: refers to the applicability and usefulness content and/or skills being covered, In the microlearning context, practical value falls into categories applicability to: (a) profession and work competency, (b) competency and preparedness for performance on set assessments (c) transferable knowledge and competencies as life skills i.e. skills for managing the demands of life (e.g. communication, relationship skills), that can also serve profession and work competency.

Relatability: refers to delivering information and learning activities in ways learners can easily relate to. It reduces cognitive load by making information easier to grasp and internalise by increasing appeal, comprehend-ability and ultimately engagement. Conveying content with and easy to understand language and explanations, and easy to grasp examples increases relatability. Relatability is wide-ranging in the ways it seeks to increase appeal and ease of learning from (1) harnessing existing knowledge through ‘constructivist learning’ design, to (2) ‘relevance linking’ to practical value and benefits learners stand to gain.

Relevance Linking: is/involves referring to the practical value of content and/or skills being covered. It enables learners to see purpose in material they are studying and being exposed to and as such attracts their attention and motivates interest. The relevance of content and materials are often not apparent to students (a regular criticism in student feedback). The value and efficacy of relevance linking is can inadvertently overlooked, or underestimated, by educators e.g., teachers, lecturers, instructors. (see practical value).

Social constructivist learning: an approach that extends constructivist learning by going on to posit that learners construct knowledge even more effectively when they are able to interact with other learners, i.e. group or peer learning  preferable (Vygotsky, 1978). It provides learners with the opportunity to use trial and error to reflect and correct their input in discussion activities, instructors can provide guidance when needed.