Cognitive overload usually results in a loss of psychological attention. We all know the signs: drifting into other thoughts, feeling confused.
The brain is a highly selective organ and has some heavyweight filters. The first is sensory input ,the second is our working memory, and then there’s a whole battery of processes that can aid or hamper encoding, deep processing and retention in long term memory.
The brain is not a learning machine; it is a filtering and forgetting machine.
Every second we ignore and discard millions of bits of data and the tiny residue is consciousness. Most people have no idea about how perception and the representation of the external world works in consciousness – but the illusion is that it is about what we need, not what actually exists. Out of the eleven billion bits of sensory information from eyes, ears, smell, taste, balance and touch, we experience a tiny fraction in consciousness. Unbelievably we seem to process about 16 bits a second and even then it passes quickly into the past and forgetfulness. Then upper limit seems to top out at 50 bits per second. Learning is about catching things in this fast panning spotlight and encoding them in such a way that they can be remembered. This is like juggling a never-ending series of balls and occasionally, and deliberately, popping the relevant ones into your pocket. On top of this we tend to operate with only one or two modalities at a time, sight, smell, hearing etc. making consciousness a process of selection and rejection.
Even worse, consciousness is full of deceit and deception. It is always trying to get you to do things other than learning. It’s a dangerous world out there and we’re genetically disposed towards getting our rocks off, so placing young men and women in a crowded classroom with a herd of close proximity mates is unlikely to promote psychological attention.
Much of the effort in education and training is wasted as it results in instant or near-term forgetting. We know that working or short-term memory is severely restricted, and without adequate rehearsal and spaced practice, little or nothing is learnt. This is why chunking and the parsimonious presentation of content is essential, not just desirable.
Courses are bloated
Many courses are bloated with material that is quite simply unnecessary. It’s common practice to load up a course with stated learning objectives at the front, followed by an overlong introductory session on the history or background of the topic. In e-learning you see it with overlong animations, animations that are illustrative and not instructive, over-written text and spurious graphics that simply match the nouns in the text. Almost all e-learning programmes have text that has not been adequately edited. Interfaces are not consistent or fine-tuned and screens are too busy. Then there’s the absurd text plus identical audio. Note that in 3D worlds I think this is different as your avatar increases attention and forces actual performance. Consciousness is a simulation and that’s why simulations work.
In many courses, subject matter experts load the content up with over-long explanations, examples and legal stuff, as they don’t know anything about learning. If the content has been passed through ‘legals’ it will have gathered a lot of messy unreadable moss.
Delivery designed for dumping
Courses offer the illusion of learning through their breadth and depth of content. In reality, a tiny fraction is retained by learners and even then our memories demand that this knowledge decays rapidly, without practice. Traditional learning delivery therefore seems to be designed for forgetting – talks, lectures etc. In addition to being too ‘knowledge’ based – because it’s easy, there’s a dearth of learning by doing, spaced rehearsal and practice. We’re a profession who are stuck in ‘teacher-mode’.
Online/offline overload
Now I happen to believe that cognitive overload, although common both online and offline, is more common offline. That’s why I’m in favour of more online education and training. It’s an observable phenomenon among all ages. I’ve been wholly absorbed in games, programming, research and writing for up to 8-10 hours, almost without a break. My ‘flow’ experiences on this scale are largely online. This is especially true for children who find it difficult to find the intrinsic motivation to stay focused. It also gives us the ability to implement spaced rehearsal and practice, by both reminding us that it is necessary and delivering the relevant content or practice.
(Summary from article written by Donald Clark, December 2008)
