Using the power of research to inform ICT integration in education

Slava Kalyuga (2009) Knowledge elaboration: A cognitive load perspective, Learning and Instruction 19 (2009) 402-410

The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the availableknowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, therole of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledgestructures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/herLTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption.Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners.Means for identifying and predicting the learner’s LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.

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