workshops for teachers

Cognitive load theory (CLT) is an instructional theory based on the knowledge of the human mind and how it works when learning. The theory has produced several guidelines over the last 40 years to optimise educational resources and activities. These guidelines have been effective when followed by teachers and students of diverse backgrounds.

As internationally recognised researchers of CLT are coming to the University of Birmingham, we are offering two workshops that will provide teachers, instructional designers, instructors, and coaches with the skills to apply CLT principles in their practice.

The workshop will take place in the Aston Webb building on campus at the University of Birmingham (Edgbaston).

The cost of the half-day workshops is £99 per person.

The workshop will run on Monday 27 July 2026 as follows:

09:30 Registration and Networking

10:00 Theory - Choose between Option 1 and Option 2 (details below)

10:30 Coffee break

11:00 Practice (e.g., group work, activities)

12:00 End

Option 1 - From Overload to Ownership: Self-Managing Cognitive Load In Learning and Teaching

Self-management of cognitive load is a recent development that equips learners to apply physical and/or mental strategies to manage their own cognitive load and mental effort. This is particularly relevant, as instructional materials are often not developed in accordance with scientific evidence on how students learn most effectively, and students often lack the skills to compensate for this on their own.

This workshop explores self-management of cognitive load and how this can inform your teaching, enabling you to better support students in processing demanding instructional material. Drawing on cognitive load theory, you will learn how working memory limitations affect performance and how to reduce unnecessary cognitive load in a self-managed way to support learning. Building on this foundation, you will apply strategies for self-management of cognitive load directly to examples and challenges from your own teaching practice. Together, this enables you to translate scientific knowledge into practice by designing and applying evidence-informed strategies that help students actively manage their cognitive load and improve their learning.

Lead by Dr. Björn de Koning

Dr. Björn de Koning is Associate Professor of Educational Psychology at the Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, the Netherlands, and Visiting Professor at the School of Education at University of Southampton, UK. His research focuses on technology-enhanced learning and instruction (e.g., GenAI, video-based instruction, online and blended learning), as well as the design of effective learning and training environments that foster learning processes and outcomes. He investigates these topics across areas such as multimedia learning, reading comprehension, and problem solving. His work integrates insights from multiple disciplines, involves learners from primary to higher education, and places a strong emphasis on scientific and societal impact in collaboration with leading academics and societal partners.

Option 2 - Design-Based Learning in Small Teams: How School Teachers Can Support Deep Learning without Cognitive Overload

School teachers are increasingly asked to help students work on complex, real‑world problems: interdisciplinary projects, design challenges, inquiry assignments, and collaborative tasks. These approaches are motivating and relevant, but they also raise a familiar concern: students quickly get overwhelmed or disengaged.

This workshop is designed specifically for teachers who want to use design‑based learning (DBL) in a way that is both challenging and cognitively supportive. Design‑based learning asks students to apply subject knowledge to design a solution to an authentic problem. In this workshop, you will be given the tools to guide your students through a clear design process, use prompts and constraints, and reduce unnecessary choices. These strategies will help minimise extraneous cognitive load and allow your students to invest their mental effort in meaningful thinking and learning. The workshop concludes by looking at how digital tools can support design‑based learning in classrooms. By applying principles from cognitive load theory, working in small teams, and offering deliberate guidance, you can help students engage with complex problems without becoming overwhelmed.

Lead by Dr. Kim Ouwehand and Jelle Boers

Dr. Kim Ouwehand

Dr. Kim Ouwehand is a university lecturer and researcher in Educational Psychology at Erasmus University Rotterdam, the Netherlands. Her work focuses on how people learn in complex situations, with expertise in cognitive load theory, instructional design, and assessment. She holds a background in psychology and cognitive neuroscience and obtained her PhD at Erasmus University Rotterdam. Kim has an internationally visible research profile and regularly publishes on topics such as cognitive load, learning strategies, and effective instructional support.

Jelle Boers

Jelle Boers is a PhD Candidate in Educational Sciences at Erasmus University Rotterdam, the Netherlands. His work focuses on the intersection of cognitive psychology and digital learning, specifically investigating how to support students interacting with emerging technologies during learning. Having published pioneering research on students’ use of cognitive strategies with Generative AI in creativity tasks, Jelle currently focuses on optimising design-based learning environments.