John Sweller - ACE Conference/researchED Melbourne

Without an Understanding of Human Cognitive Architecture, Instruction is Blind
Our knowledge of human cognition has advanced substantially over the last few decades. That knowledge has considerable implications for instructional design but is almost unknown among instructional designers. Cognitive load theory is an instructional design theory based on our knowledge of human cognition. The theory uses the evolutionary bases of human cognitive architecture to devise instructional procedures. In turn, those procedures are tested using randomized, controlled trials. In this talk I will describe those aspects of human cognition that are relevant to instruction and briefly describe some of the instructional implications that follow.

[Paul_Kirschner_Learning]

One of my few scientific heroes and a highly valued colleague and co-author.

[isaaclee]

A breathe of fresh air from the suffocating crowds of ideology in Australian education

[Finne]

I still forsee a problem as surely students need ongoing practice themselves in what could be called simple problem solving, rather than saying we will give you examples to follow now you're on your own with solving these - my experience is they don''t and can't and my guess is this is because they've had no ongoing experience of what's required.