Glossary

Cognitive Load: the amount of working memory resources one requires for a task / learning task (Lovel 2020). A larger and more complex task increases demand on cognitive load.

• Extraneous load: in the context of the cognitive load framework refers to load that results from how information is presented and design in the delivery of learning.  It translates to ‘learning design load’. Our aim as learning designers is to design in ways that ease load. Also note, Interactive lesson design tends to increase learning absorption by actively involving learners.
• 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: absorption of content (no known limit)
• Cognitive overload stress: stress associated anxiety, manifests as feeling overwhelmed
• Working memory: learner capacity for information in-take, it is processing power. Working memory is highly limited. (Also formally referred to as germane load)

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 facilitate this through activities that place the student at the centre of learning (discussed earlier). We 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: pertains to delivering information in ways learners can relate to easily, to increase appeal and subsequently engagement.

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 more effectively when they are able to interact with other learners, i.e. group or peer learning is preferable (Vygotsky, 1978).