Less Load, More Learning: First Principles of Cognitive Load Theory (with John Sweller)

What’s the best way to choose how you’ll teach something so it actually sticks?

Design your next lesson so learners don’t just follow along—they understand, remember, and apply their new skills.

By grounding your instruction in Cognitive Load Theory, you’ll gain a practical compass for sequencing content, trimming unnecessary load, and accelerating real mastery.

Our guest, Dr. John Sweller, pioneered Cognitive Load Theory during more than four decades as Professor of Educational Psychology at the University of New South Wales. His research has reshaped classrooms, training programs, and learning technologies worldwide.

WHAT WE COVER IN THIS EPISODE

• Why learners often absorb less when they start by solving problems—and what to do instead
• The expertise‑reversal effect: why novices and experts need opposite instructional treatments
• How to recognize when learners look active but aren’t actually learning
• The modality, split‑attention, and redundancy effects—and how they guide interface and content design

Practical ways to balance intrinsic, extraneous, and germane load so learners stay challenged without being overwhelmed

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