One of the topics in this week’s learning module, information processing theory, particularly resonated with me in regards to instructional designs that best facilitate learning. There were 3 key takeaways on this topic relevant to instructional design.

1. The importance of attention to learning
   1. The sensory register is extremely limited. Attention (selective concentration) is the filtering mechanism used to determine which environmental stimuli are selected to pass on to short term or working memory.
2. The limitations of working memory
   1. The working memory can store 7 +/- 2 chunks of information and for no more than 15 – 20 seconds without rehearsal or some other mechanism for retention.
3. The implication of structural organization of knowledge on retrieval and integration of new knowledge.
   1. How knowledge is stored in long term memory influences how easily new knowledge is integrated into existing knowledge structures.
   1. Knowledge in long term memory is organized into structures or schemas. For example, the concept tree or the behavior driving a car are stored as schemas. The schema rather than isolated facts about the concept or behavior are activated or retrieved from long term memory as a single chunk of information that is moved into working memory as a point of comparison for new knowledge. The schema for dog might include four legs, barks, fur, tail, pants, likes bones, etc. When learning new information about the concept poodle, a student already having a schema for dog could integrate characteristics of a poodle into the existing schema of dog. Schema thus become progressively more expansive and organized as learning proceeds.

Although classic information processing theory assumes the brain is analogous to a computer, contemporary information processing theories have moved away from this oversimplified model of learning. Empirical evidence shows that human information processing is greatly influenced by emotion and motivation which are uniquely human qualities. Furthermore, humans don’t necessarily follow a linear information processing model. For an easily understandable, but comprehensive overview of information processing theory check out the article Information Processing Theory: Definition and Examples at https://www.thoughtco.com/information-processing-theory-definition-and-examples-4797966.

Cognitive Load Theory (CLT) is related to information processing theory in that sensory, working, and long-term memory are integral concepts in the model that inform instructional design. For example, a learning experience guided by CLT would be organized in a simple to complex format, pre-requisite knowledge would provide the structure for integration of new knowledge, and care would be taken to design instructional materials that did not place a high cognitive load on the learner. https://www.mindtools.com/pages/article/cognitive-load-theory.htm provides a very succinct overview of CLT. However, I found this article most useful because it provides examples of application of the model to instructional design.