Using cognitive load theory as a framework for designing a set of integrated multimedia modules to assist in the teaching of a threshold concept

Abstract

The present paper reports on a work in progress undertaken by an educational multimedia developer working in collaboration with a high school biology teacher in order to create a set of integrated multimedia resources to assist student understanding of homeostasis. The resources are designed to not only align with evidence-based guidelines of cognitive load theory (Sweller 2005) but also incorporate course design and evaluation considerations that pertain to threshold concepts such as those raised by Land, Cousin, Meyer and Davies (2006). Although cognitive load theory is particularly enlightening in terms of creating discrete learning objects, it does not as yet demonstrate how to deal with the complexity of threshold concepts as suggested by their ‘hidden interrelatedness’ (Meyer and Land 2006). To this extent a discipline specific model is posited in terms of a set of integrated multimedia modules that can be further developed through a process of feedback and evaluation.