✸ Related Information

• Memory and eLearning

  • Sensory
    
  • Working
    
  • Long-Term
    

  Sensory Memory

  Sensory memory is the shortest form of memory. It is the ability to retain impressions of sensory input after contact with the senses have been concluded. It is a component of memory that holds data in an unanalyzed form no more than three seconds on the average (less than half second for vision; about three seconds for aural). After stimulus is received and briefly processed, it is then lost or transferred to working memory.

  Implications for eLearning

  • Design content in an organized and consistent structure to promote predictability.

  • Use appropriate and appealing visuals to catch the learner's attention.

  • Use distinct titles and headings that a learner can more easily follow.

  Working Memory

  Working memory works in conjunction with short-term memory. It offers the ability to remember and process information at the same time. It allows people to gather, think, and process a small amount of data (on an average of 6-8 items). The capacity of working memory is not very large. Information is stored here for 15 seconds upwards to one minute. The information is then lost or transferred to long term memory.

  Implications for eLearning

  • Chunk instructional content into meaningful pieces of information that can be more easily processed.

  • Organize instructional content into categories and lists to aid interpretation of information.

  • Summarize and highlight critical information.

  Long-Term Memory

  Long-term memory stores data for a long period of time. It allows an unlimited amount of information to be tucked away for indefinite periods of time. It enables humans to save information they have learned from their experiences. The establishment of long-term memory involves physical changes in the structure of neurons in the brain and thus is functionally and structurally very different than sensory and working memory components.

  Implications for eLearning

  • Integrate interactive activities to motivate rehearsal of information.

  • Utilize reflective activities to encourage connections between old and new information.

  • Employ problem-based and scenario-based techniques that require higher order mental processing.