Innovation in Pedagogy and Technology Symposium, University of Nebraska Online Worldwide

Document Type

Conference Proceeding




The working memory, also known as cognitive load, has a limited capacity and course learning materials should avoid overload. There are content development strategies using visual and auditory channels to maximize learner efficiency and minimize distractions for long-term memory development (Clark, Nguyen & Sweller, 2006). For example, diagrams with embedded labels next to the graphic they describe can lower the working memory demand. Multimedia e-learning materials abound and should be designed with sound educational theory (Clark & Mayer, 2011).

Guiding this interactive session are two people with a shared interest for using technology to help students learn. One is a faculty member with a passion for assisting students understand complex processes utilizing innovative teaching strategies at both the undergraduate and graduate levels. The other presenter is an instructional designer with extensive experience creating adult learning in both corporate training and higher education. They will use an entertaining case study approach, based upon their practical experiences, showing how to enhance existing or new course content.

Participants will summarize the importance and impact that design can make on a learner’s ability to process large quantities of information more effectively. Exemplars will illustrate best practices that add value to the learner’s experiences.