Leerlast

Leerlast is a term found in some Dutch-language sources with multiple possible meanings, though it is not a standardized concept in most educational or scientific literatures. In pedagogy, leerlast is most often used to describe the cognitive demands placed on a learner during a task, analogous to the idea of cognitive load. Proponents view leerlast as a framework for discussing how task design affects learning efficiency by influencing intrinsic, extraneous, and germane load. In this sense, reducing leerlast can help learners process information more effectively, while an excessive leerlast may hinder performance and retention.

Etymology and variants: the word combines leer, which can mean to learn, and last, meaning burden or load. This dual potential gives rise to different interpretations in Dutch: a learning-related burden in educational contexts, and, less commonly, a literal burden related to materials like leather in manufacturing or logistics contexts.

Usage and status: compared with the more widely used term cognitive load, leerlast appears primarily in some Dutch-speaking academic and practitioner circles. It is not universally adopted, and some writers prefer the established terminology to avoid ambiguity with other senses of leer. When used, leerlast is typically discussed alongside instructional design, task complexity, and assessment methods.

See also: cognitive load, cognitive load theory, instructional design, Dutch educational terminology. Note: due to its nonstandard status, readers should consult local sources to understand how leerlast is applied in a particular field.