Big idea. Attention is limited, so how material is presented, and how a session is arranged, changes how much of it can be learned.
Outcomes served. O2 (explain the limits of attention and working memory and how to work within them).
Plan your six hours
| Part | Minutes |
|---|---|
| Opener and orientation (this page) | 15 |
| M2.L1 Attention and its limits | 55 |
| M2.L2 Working memory and chunking | 50 |
| M2.L3 Cognitive load | 50 |
| M2.L4 Designing a focused session | 50 |
| Practice set | 35 |
| Lab: Audit a study session | 50 |
| Mastery checkpoint | 30 |
| Discussion prompt and recap | 25 |
| Total | 360 (6 hours) |
Assumed. Module 1: encoding, storage and retrieval, and the difference between working and long-term memory. Reading a table.
Where this topic appears in practice. Revising with a phone nearby, or with crowded slides, feels productive but wastes limited mental capacity. Understanding the limits lets you remove avoidable load before you start. See the encyclopedia entry on working memory.
Privacy. Your answers stay with you. This course does not store, collect or send anything you write or tick.