Use external representations to help manage cognitive load in Computer Supported Collaborative Learning environments¶

Strategy · All strategies
Evidence · 5 claims (4 for, 1 mixed) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

The editorial lists, as part of the special issue's coverage, "the use of external representations to help manage CL in Computer Supported Collaborative Learning environments (Van Bruggen, Kirschner, & Jochems)". As a strategy, it directs designers of CSCL environments to provide external representations so that collaborative learning does not overload working memory. The editorial announces this approach without reporting the article's findings or specifying which representations are used.

Design Implications¶

Context¶

Requirements¶

• CSCL environments must offer external representations that offload load that would otherwise burden learners' working memory during collaboration

Constraints¶

• The editorial states the approach only at the level of topic coverage, without detailing implementation

Target Learners¶

• learners collaborating in computer-supported learning environments

Target Learning Goals¶

• managing cognitive load during computer-supported collaborative learning

Claims¶

• From a cognitive load theory point of view, studying worked-out external representations may lead to better learning outcomes than (co)-construction, the standard mode of operation in CSCL [+W]
• CSCL environments in which students share external representations share characteristics that induce considerable cognitive load [+W]
• Cognitive load theory may help identify mismatches between representational schemes and the execution of (sub)tasks in CSCL [+W]
• The ontology and specificity of the representational scheme used are crucial factors, defining what can be expressed and how much room for interpretation remains [+W]
• Reducing extraneous load can also remove affordances for germane processes [~W]

Related Strategies¶

• Anchor discussion and chat facilities in CSCL firmly in the external representation, integrating diagrammatic and textual information
• Design CSCL environments for group awareness and representational guidance to cut coordination load

Examples¶

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Key Sources¶

• Kirschner, P.A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. https://dspace.library.uu.nl/handle/1874/16884