Cognition

Cognitive exclusion occurs when learning artifacts are designed in a way that does not recognize that different people perceive and experience the world uniquely. Everyone comes to a learning situation with their own experiences. Things such as emotions and environmental stimuli impact learning. If someone needs a quiet setting to complete a task but they are asked to work in a noisy, chaotic environment, they are at a disadvantage.

Scaffolding & Chunking

The easiest thing someone can do to increase access is to scaffold and chunk their materials. These concepts help all students and not just those with learning disabilities.

Scaffolding
- Breaking down lessons into manageable units
  - Decrease the level of support as students grasp new concepts
  - Demonstrates to students how to break up a major task
Chunking
- Breaking down materials into manageable units
  - Everything from videos to assignments should be chunked
  - Decreases cognitive load and helps with comprehension and mastery of tasks
  - Chunking Examples:
    - Videos should be no more than 5 to 7 minutes in length
    - Slides should follow the 7x7 rule
    - Divide course material up into manageable pieces. Multiple concepts on a page in your Learning Management System (LMS)? Use dividers to help students navigate the material

Cognitive Demands

When designing a learning experience, you need to consider the cognitive demands you are placing on the learner. Cognitive demand is the mental task or burden you are asking someone to take on to complete a task. You need to consider

What kind and level of cognitive demand are you placing on the learner?
Are there cognitive demands that are especially heavy? If so, are you supporting those demands?
Are you supporting many ways for people to be successful or just those whose needs mirror your own?

While there are several types of cognitive demands, this list is a small sampling:

Learning: What does it take to learn?
- Trial and error
- Self-guided (e.g., following a step-by-step guide)
- Structured lecture
Focus: Does the learning experience account for interruptions, enable collaboration, and task completion?
- People may be overwhelmed by information, especially if they are using technology.
  - If you are considering using technology, ensure that you are doing so in a way that positively impacts learning (SAMR).
  - Using tech for the sake of using tech is not a good use of technology.
  - Technology may also be used to increase focus.
  - Like every tool, technology must be used wisely to be effective for everyone involved in the learning process.
- People work well in different scenarios
  - Zero Stimuli: a quiet place to work with no distractions
  - Some Stimuli: This may be listening to music with a hot cup of coffee
  - Multiple Stimuli: Working at a coffee shop
Decision-Making: Are the important factors and consequences clear?
- Have you included all the information someone needs to make a decision?
Recall: Can tools help with retaining and accessing large amounts of information?
- What are people expected to remember?
- What is the flow of interactions?
- What happens if someone is distracted?
- Is the interaction complex? Have you accounted for that complexity?
- Recall Examples
  - Someone always knows where their keys are
  - Some people have hooks to put their keys on
  - Some people have hooks to put their keys on, give people multiple copies, and have AirTags on their keys
Communication: Technology enables communication
- Tone can be misinterpreted in writing.
- Technology allows for unique communication options so everyone can communicate in a way that is best for them.