Abstract
This chapter explores the cognitive load students experience when technologies are added to their learning environments. Specifically, this chapter looks at one university’s response to the COVID-19 global pandemic and the institution’s need to pivot to online learning. Using a program review approach rather than a formal research study, findings suggest the university’s decision to focus on understanding and improving the conditions for student learning rather than merely attempting to improve online teaching practices was well received. The program that was reviewed took an interesting approach to addressing the challenges of pivoting to online learning in March 2020, the beginning of the pandemic, by developing a Transition Support Framework. Central to the framework was the development of Learning Design Intern (LDI) program for graduate students. The LDI program is explained and reviewed in this chapter.
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Notes
- 1.
Please note, at the time of this publication, the 2020–2021 academic year had just started in North America and the majority of post-secondary institutions in Canada were offering courses exclusively online.
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Crichton, S. (2021). Revisiting Cognition and Information Technologies Through a COVID-19 Lens. In: Thomas, K.A., Kureethara, J.V., Bhattacharyya, S. (eds) Neuro-Systemic Applications in Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-72400-9_25
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