Department

English

College

Arts and Humanities

Publication Date

2018

Abstract

This article examines how cognitive load theory can help instructional designers in medical education design material and content to best suit their audience. Through the examination of schema construction, working and long-term memory, biologically primary/secondary knowledge, and novice and experienced learners, this article proposes instructional design best practices. This article separates these best practices into three categories: activities, pre-lecture resources, and teaching strategies, which can be applied to either novice learners or experienced learners.

Instructor’s Name

Abigail Bakke

Degree

Master of Arts in English, Technical Communication Option

Document Type

Capstone Paper

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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