The framework presented based on CLT can be very helpful for educators in creating new or critiquing existing simulation experiences and learning activities and for students in understanding their...

The framework presented based on CLT can be very helpful for educators in creating new or critiquing existing simulation experiences and learning activities and for students in understanding their frustrations with a simulation experience or learning activity.

1. As an educator, reflecting on a recently created learning activity (simulation or otherwise) can you now alter that activity based on your understanding of cognitive load? How might you alter task fidelity, complexity and support, and what effect on load would you expect?

2. As a student, reflect on your participation in a recent simulation experience or with a novel learning activity. How engaged were you in learning from the experience or activity? Can you link your answer to your understanding of cognitive load and provide suggestions that might improve the activity for your learning?