One of the keys to effective multimedia instruction is an understanding of an individual's cognitive capacity and its impact on overall learning. Today, we'll discuss features of cognitive capacity as it relates to e-learning.

Whether it be our physical limitations in the gym or our cognitive limitations in the classroom, it's important to understand that our brain's ability to absorb, analyze, and comprehend information has its limitations.

Some of these limitations vary from person-to-person, but others are common to all learners.

One of these shared limitations is in our ability to receive information.

Our sensory channels (e.g. visual, auditory, olfactory, etc.) are our main means for receiving information from the world around us, but "too much, too fast" will easily overload our ability to actively process the incoming information.

In the e-learning world, learners mainly receive information via two sensory channels, the auditory channel and the visual channel. Expecting a learner to process an abundance of learning content through both channels simultaneously, ignores sets the learner up for failure.

Another proven cognitive limitation is our ability to store information in our working memories, According to Clark and Mayer (2016), learners are able to store approximately 7 pieces of information in our working memories at any given time.

If, during instruction, one's working memory is overloaded, then new information will neither be stored nor processed. E-learning materials that over-tax a learner's working memory may unknowingly hinder learning.

Because all learners have limits in receiving and storing information, it's imperative that instructional designers create learning content that serves the learning goals.

All learning requires cognitive processing, but processing that occurs in direct service to a learning objective(s) is called "essential processing". Conversely, any processing required by learning materials that does NOT serve the learning objective(s) is called "extraneous processing".

Actively minimizing extraneous processing to focus on essential materials, will free up much-needed cognitive energy and enable learning.

One of my primary takeaways from this course is that a deep understanding of HOW learning occurs within a learner's brain is critical to creating effective learning experiences.

Just like a racecar driver must respect the limitations of its racecar, it's important for e-learning designers to understand and respect our collective, cognitive limitations.

Active awareness of our collective, cognitive limitations allows us to actively adapt our instruction to meet the learners' needs — a more practical and compassionate strategy for e-learning.

Clark and Mayer's (2016) "Principles for Multimedia Learning" serve as excellent guidelines for such adaptations.

I now know that quality instruction requires:
- reducing filler
- minimizing cognitive load
- choosing content and methods with purpose and intent

Overall, I'd summarize the themes from this semester in one singular thought:

"Be purposeful in your choices."

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons