The Science of Learning: Cognitive Principles in eLearning Design

Designing effective eLearning courses involves understanding how people learn and process information. 

Cognitive principles can guide the creation of more effective eLearning content:

Cognitive Load Theory: 

People's working memory is limited, so instructional design should avoid overloading it. To minimize cognitive load, information should be presented in a structured, organized manner. Complex tasks should be broken down into manageable parts : nano of Micro Learning.

Dual Coding Theory: 

This principle suggests that people learn better when information is presented in both visual and verbal formats. This doesn't mean simply adding text to images, but rather using both modalities to reinforce and complement each other.

Multimedia Principle: 

People learn more deeply from words and pictures or better videos than from words alone. Using multimedia (audio, visual, video and textual content) can enhance learning by catering to different learning styles and providing multiple representations of the information. It is difficult to learn online so any text should be transformed onto audio files. 

Spacing Effect: 

Information is better remembered if exposure to it is distributed over a long time span rather than being concentrated in a short time. In eLearning design, this could mean spreading learning modules over several days or weeks rather than condensing them into a single intensive session.

Feedback and Reinforcement: 

Prompt and specific feedback is essential to learning. It helps learners correct their misconceptions, reinforce their knowledge, and motivate them to continue learning.

Personalization Principle: 

Learners are more likely to engage with material if it is personalized and relevant to them. This could involve using their name, referring to their past experiences, or presenting content that is applicable to their own lives or goals.