Translating Cognitive Science into Educational Design

Description

This module explores how insights from cognitive science can be systematically applied to the design of inclusive, effective, and contextually responsive learning experiences. Students engage with the complexities of instructional design, drawing on foundational and contemporary psychological principles-such as memory, attention, metacognition, feedback, and motivation-to guide decisions around content sequencing, task design, and learner support. Rather than focusing on isolated strategies, the module introduces students to the full design process: from aligning learning outcomes and selecting cognitive supports, to anticipating learner variability and evaluating instructional impact. Key tensions-such as fidelity versus flexibility, surface performance versus durable learning, and the challenge of applying research in diverse real-world settings-are critically examined. Students analyse how educators interpret, adapt, or misapply research, and how cognitive biases, professional judgement, and contextual constraints influence design decisions. They also explore the ethical and cultural dimensions of educational design, identifying when learning environments support or marginalise particular learners or ways of knowing. The module integrates emerging perspectives from applied cognitive psychology-including desirable difficulties, cognitive offloading, and prediction error-and design approaches such as constructive alignment, backward design, and design thinking.