Fröjd’s toolbox Avsnitt 66: Roundtable on Cognitive Load Theory Effects with John Sweller, Kate Jones, Greg Ashman, Nidhi Sachdeva, and Ollie Lovell
Nov 16, 2025
Join a panel of cognitive load theory experts as they explore practical classroom applications. John Sweller, the originator of CLT, discusses key effects like worked examples and redundancy, explaining how unnecessary information can hinder learning. Greg Ashman shares insights on math instruction and goal clarity, while Nidhi Sachdeva highlights the connection between research and classroom practice. Ollie Lovell emphasizes the importance of retrieval practice, and the group warns against superficial implementations of instructional models. A treasure trove of strategies for educators awaits!
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Worked Examples Beat Initial Problem Solving
- Worked examples help novices learn more than immediate problem solving because they reduce extraneous cognitive load.
- The expertise reversal effect means worked examples lose effectiveness as learners gain expertise and may eventually harm learning.
Eliminate Redundancy In Instruction
- Remove redundant or unnecessary material that distracts attention, like duplicate spoken and written text or decorative cartoons.
- Simplify presentations so students focus on relevant information and avoid split attention.
Support Needs Change With Expertise
- The expertise reversal effect applies across cognitive load effects and depends on learner knowledge.
- As expertise increases, previously helpful supports become redundant and can hinder learning.
