Glossary

Cognitive Load: an overarching term and framework 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, e.g., design in presentation and delivery.  It can be translated 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. Note that difficulty also increases with volume.
• Long term memory: is the brain’s knowledge storage system once new content has been absorbed. It is reasonably robust normally. However, accessing information stored requires retrieval has limitations. It is also worth remembering that we need to draw from long term memory, to function, interpret and make sense of our environment in everyday life. So, learning and taking in information are dependent on drawing on information we have stored.
• 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 transferring information to long term memory. Segmenting information delivery into manageable units that can be more easily processed in working memory is one way to address cognitive overload and ensure learning is able to takes place.
• Cognitive overload stress: is stress brought on by anxiety due to overload as well as perceptions of overload e.g., “this looks too hard”.  Overload induced stress creates confusion which makes comprehension and processing of information more difficult which also compounds feelings of being overwhelmed. Stress can impede learning by further adding to cognitive load and as a result undermine confidence and motivation.
• Working memory: capacity for information in-take, it equates to processing power and is highly limited (see germane load).
• 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). To avoid confusion, be aware, that the term working memory is often used (by many) 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 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 so that knowledge and skills remain for 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 students at the centre of learning. For instance, we can encourage students to draw on their personal and existing understandings to help them grasp new information in ways that are meaningful to them (also 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’ by referring to the practical value and benefits learners stand to gain.

Relevance Linking: 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, attract their attention and motivate interest. The relevance of content and materials is often not apparent to students (a regular criticism in student feedback). The value relevance linking 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 still, when they are able to interact with other learners, e.g., group or peer learning (Vygotsky, 1978). This kind of learning design also provides learners with the opportunity to use trial and error to reflect and correct their input in discussion activities with their peers – instructors can provide guidance when needed.