I had to create a video for my Visual Literacy course last spring semester. Visual Literacy focused on using technology, visual elements, and artistic elements to appeal to not only the eye, but also emotions and the brain. A big focus was on the theory of cognitive load. Seminal researcher, John Sweller of the University of NSW Australia, introduced us to Cognitive Load theory in 1994. Sweller (1994) argued that the brain, and more specifically the working memory, as a limit to what it can accomplish at once. When overworked, the brain cannot process all the information being given at once, which causes the learning process to slow down and confusion to emerge. This goes against the many of us (myself included) who claim to be able to multi-task. I am sure there is additional research out there to say whether multi-tasking is possible or not - I have not looked into it much (probably due to my own fear that my "ability" does not exist as well as I think/hope it does).
If you are interested in more information on cognitive load theory, check my citation at the bottom of this post. While Sweller's article is long and can be extremely scientific at times, it is also fascinating to learn more about how the brain works and processes information. I think we take for granted that our brain will naturally process information the way we need it to. It shocks and puzzles people when someone's brain does not function properly. Sometimes, people will blame behavior or motivation, and not the brain for actions and inabilities to learn. I say this because I have not only seen it, I have personally done it.
For this Visual Literacy class, I had to focus on only providing the most important information in my video while still appealing to emotions and artistic elements. The topic given was "place," to be interpreted however each of us chose. I originally began with a physical place - Disney World is a very common vacation spot for my family, and I had many pictures and videos at my disposal. It was my young daughter who changed my video, and she is very proud of it.
This is my dear 7-year-old, Laura.
She is quite the ham at times.
This dear sweet, normal looking child also has terrible vision issues. Laura has double vision, no visual depth and no peripheral vision. I was that person who was trying to figure out for the last three years why my own child did not like to read, nor had any motivation to read. I thought she was not focused or did not choose the right books. At one point, I thought she had ADD or ADHD. I was ready to take her to the doctor for an official diagnosis, and could tell the school was starting down that road as well. It was our family eye doctor who thought something else was off. He sent her to a specialist, and within 10 minutes she found the start of the issues. Now, Laura participates in intense weekly vision and occupational therapy sessions and daily exercises.
Laura is improving, but it is a slow improvement. In six months, she has moved up two reading levels, has improved in gymnastics, and no longer runs into her friends when playing at recess. She still has a long way to go, but it is amazing what therapy can do.
I started making my original video in-between parenting. One night, Laura was reading a book. In my over need to help and jump in moment, I started immediately showing her where she had lost her place in a sentence. This dear child stopped, looked at me and said, "Mom, I can do it. Let me find my own place!" I stopped. She struggled but completed the book. At the end, Laura said words that have stuck with me:
"Mom, I can do much more than you think. Let me find my place. Let me do it."
So, with her permission, I made this video to help me help her find her own place. She also gave full permission to share it.
The video showcases how when one sensory element is off, the rest of your senses can become off as well. Everything is double to give the audience the same feeling that Laura had her entire life until therapy.
Creating the double images was more emotional than technical for me. I realized in the creation of this video what my daughter experienced on a daily basis. I realized every time I accused her of not trying, her brain was frying. I realized every time I doubted her abilities, her brain was trying to make sense of double and blurry images. I realized that my fear of her being unmotivated was unfounded. Had we known, no one could have expected her to read. To simply walk through a door and not hit the edge would have been celebrated.
My overall point with this posting: Cognitive load is something all educators at all levels need to take into consideration. Maybe it is not motivation or focus, but the inability to process all the information in the manner in which it is being presented that does not allow all students to be successful. Presenting the basic information, without unneeded extras, will help all students. It might have made all the difference for this child.
Consider cognitive load. Read Sweller's work. Look beyond simple answers for deeper, buried reasons for a lack of motivation or slower learning processes.
Finally, on behalf of Laura, here is her video. Please feel free to share - she hopes to inspire others who are struggling just like her.
Sweller, J. Cognitive load theory, learning difficulty, and instructional design. Learning and
Instruction. 4. p.295-312.
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