The Nurnberg funnel: designing minimalist instruction for practical computer skill
The Nurnberg funnel: designing minimalist instruction for practical computer skill
A cognitive approach to identifying measurable milestones for programming skill acquisition
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Suggestions for graduated exposure to programming concepts using fading worked examples
Proceedings of the third international workshop on Computing education research
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Considering human memory aspects for adaptation and its realization in AHA!
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
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Cognitive Load Theory provides a coherent way to optimise students cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content. These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important consideration for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence.