Cognitive load theory is an instructional theory based on our knowledge of evolutionary psychology and human cognitive architecture. It can be used to provide instructional guidelines for the acquisition of all aspects of a second language by adults and some aspects, primarily reading and writing, of a first language by both children and adults. The theory assumes that knowledge can be divided into biologically primary knowledge that we have evolved to learn easily without conscious effort and biologically secondary knowledge that we have not specifically evolved to learn but can acquire with explicit instruction and conscious effort. Learning to listen to and speak a first language are biologically primary with all other aspects of language learning being biologically secondary. A general cognitive architecture governs the acquisition of biologically secondary knowledge. That architecture includes a working memory that is limited in capacity and duration when dealing with novel information but with no known limits when dealing with familiar information transferred from long-term memory. This architecture governs how we learn and accordingly, also determines the effectiveness of instructional designs.

Digitalization is strongly affecting the field of higher education. This chapter investigates the implications of digital tools for the future development of undergraduate research (UR). It asks how the design of digital learning environments and the provision of digital tools can contribute to UR. The chapter starts with outlining digitalization in higher education and the use of digital technology in undergraduate studies. Then, teaching and learning scenarios are presented that serve as design options to integrate digital learning environments in teaching for UR. Moreover, digital tools are analyzed that can support different phases and objectives of UR. Overall, the chapter stresses the importance to critically consider the added value of digital technology for learning in general and for the case of teaching and learning UR in particular. A well-elaborated instructional design plays a key role to develop and implement digital learning environments in UR, to spur student engagement and to foster social interaction successfully. The chapter concludes by discussing future trajectories for UR in the light of digitalization.

Chapter 5 focuses on the Design phase of the BLL development framework. This phase deals with macro-level structure and process. The design phase has two main purposes: identifying the characteristics of the target learners and the contextual factors surrounding them through a needs analysis. The chapter also establishes realistic course goals, achievable teaching objectives, and measurable learning outcomes at the course level.

Chapter 4 examines motivation as an element of classroom management, focusingon how to develop motivational strategies that will support an engaging and positive classroom for all students. This includes examining theories of motivation to understand the relationship between motivation, and individual and group differences, as well as learning how to use instructional design for problem-solving and inquiry-based learning. The chapter also examines how positive motivation is intrinsic to the control–connect continuum and further explores mindfulness as an aide to motivation. The chapter discusses the importance of cultural competence as a means for promoting feelings of engagement and inclusion, and to further illustrate how multicultural education and sociocultural diversity can be related to motivation. Other important features of this chapter include understanding how motivation can be understood from different perspectives, learning about strategies that use the relationship between instruction and motivation to increase student engagement, andapplying motivation from the perspectives of the control–connect continuum and multiculturalism.

In Chapter 10: Course Structure, you will create an itinerary for your course and create additional learning activities to ensure a full but manageable itinerary. You will create a learner feedback survey for gauging learners’ responses to the course. In this chapter, you will also create a layout for your course modules.