Applying Cognitive Load Theory to eLearning of Crafts

• Published in: Multimodal technologies and interaction 2024-01, Vol.8 (1), p.2
• Main Authors: Partarakis, Nikolaos, Zabulis, Xenophon
• Format: Article
• Language: English
• Subjects: Analysis; Case studies; Cognitive load; cognitive load theory; Crafts; Cultural heritage; Cultural property, Protection of; Cultural resources; Design optimization; Distance learning; Education; education and training; Educational materials; eLearning; Equipment and supplies; guideline development; Guidelines; Innovations; Instructional design; Learning strategies; Methods; Online instruction; online learning; Platforms; Principles; Social networks; Teaching; traditional crafts; Training
• ISSN: 2414-4088; 2414-4088
• DOI: 10.3390/mti8010002

Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote active learning, and facilitate gradual transition. Subsequently, the paper details the implementation of these guidelines within a popular eLearning platform, Moodle, emphasizing its adaptability and utility for craft education. It discusses the customization of Moodle courses to align with the cognitive load management principles, providing a practical blueprint for educators and instructional designers. The research culminates in a case study, wherein the guidelines are applied to a craft eLearning course using Moodle.