Learning Portfolio 3, Item 2

File:Logo Google 2013 Official.svg

Google is a key product that represents performance load. The world’s biggest and largest search engine and database contains millions and millions of pages, yet it is very simple to use. The site features programs and tools such as web crawlers, truncation and page ranking among thousands of others that simplify usage, which creates user centered design. The mass reduction in performance load means users will reach their desired destinations much quicker with minimal effort.

TuneGlue is a music map that assists its users in discovering musicians, artists and bands of similar sounds or genres to the artist they entered. This website is powered by Amazon and Last.fm who themselves have large databases of music, functioning as reliable sources when providing its results. TuneGlue is similar to a search engine and somewhat functions similar to page ranking, giving results based on relativity.

Telegraphy is a form of long distance communication that was constructed in the 19th century that replaced railroads and long distance trips, which resulted in news travelling much quicker and information being more widely accessible. From telegraphy formed radio, television and ultimately the internet, as new technologies were produced as a result. The reduction of performance load created a demand for delay to also be reduced, as the public wanted information as quick as possible, and so this design became the start of a revolution of simplicity and reduced effort.

Reference List:
Battelle, J. (2012, June 7). morse_telegraph_key [image]. Retrieved from
Cardenas, A. (2012). TuneGlue – Music Relationship Mapping [image]. Retrieved from

Kedar, R. (2013, September 19). Google [image]. Retrieved from


Learning Portfolio 3, Item 1, Question 3

Design is only necessary because of the way the human mind reacts to it. The brain generates feelings and emotions that are represented by the person in various ways, and it is these reactions that gauge how successful or unsuccessful a design is.

Anna Richardson Taylor explains in her article that psychology and design are closely linked, and to have a successful design, one must have knowledge and understanding of psychology (2013).

Designs are things that users visualise and interact with. Human eyes and brains are sensitive to perceptions, and can create imagery out of the placement of elements, such as in Gestalt’s Theory (Humphrey, 1924).

Knowledge of psychology is necessary because that is how designs are interpreted and how these designs are reacted to. Users are interested or uninterested in designs due to their appeal and relation to that user, and so to capture the attention of the audience, the design must contain elements that will do this.

Reference List
Humphrey, G., (1924). The psychology of the Gestalt. Journal of Educational Psychology, 15(7), 401-412.
Taylor, A. R. (2013, January 18). The psychology of design explained. Digital Arts Online. Retrieved from

Learning Portfolio 3, Item 1, Q2

Chunking is a learning strategy where large information and data is deconstructed and broken down to its foundations, which allows the information to be remembered much easier, assisting the short term memory.

The brain can only hold so much information at once, and when more information enters the brain, it will most likely be forgotten (Malamed, 2009).

Chunking is a useful strategy that allows the brain the memorise more information at once, while not overloading or exceeding its limits. Although chunking is a positive learning factor, it is commonly misused and mistreated in design, where too much information and data is grouped together, forcing the user to go back and forth between pages (Harrod, 2008).

This creates unnecessary effort to find information that should simply be placed right in front of them, as misuse of chunking can sometimes eliminate information.

Reference List
Harrod, M. (2008, February 6). Chunking. Interaction Design Foundation. Retrieved from http://www.interaction-design.org/encyclopedia/chunking.html
Lidwell, W., Holden, K., Butler, J., (2003). Performance Load. Universal Principles of Design (pp. 148-149). Massachusetts: Rockport.
Malamed, C. (2008, September 23). Chunking information for instructional design. [Blog Post]. Retrieved from http://theelearningcoach.com/elearning_design/chunking-information

Learning Portfolio 3, Item 1, Q1

Performance load, described as the required mental and physical activity to reach goals and objectives, consists of two types of loads, being cognitive and kinematic loads.

Cognitive load is attached to mental activity, and the use of the human brain and mind while working to achieve these goals. Sweller, Ayres and Kalyuga (2011) infer that cognitive load is increased and becomes unrelated during learning activities.

Kinematic load, therefore, is attached to physical activity, and the use of the human body to achieve these same goals.

Lidwell, Holden and Butler (2003) recognise that higher performance load correlates with lower success and increase in errors, and state that both cognitive and kinematic loads can be reduced by also reducing the tasks involved.

Reference List
Lidwell, W., Holden, K., Butler, J., (2003). Performance Load. Universal Principles of Design (pp. 148-149). Massachusetts:
Sweller, J., Ayres, P., Kalyuga, S., (2011). Cognitive load theory. New York: Springer Publishing.