# PWR-222 — Cognitive offloading: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 26 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Three supplied matched six-item lists and their object cards. List A: notebook, pencil, name card, water bottle, charger card, agenda card. List B: folder, pen, badge, water cup, cable card, schedule card. List C: writing pad, marker, pass, flask, adapter card, programme card. A deliberate ambiguous replacement card says 'power item'; the dated source list resolves it to 'charger card'.; A paper or local private checklist with tick boxes and one deliberate ambiguous-cue card.; Timer, miss/duplicate log, checking count and burden scale. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches deliberate cognitive offloading. You will decide what may be delegated to a checklist or reminder, capture an unaided baseline, design a clear cue, test normal use and one failure, then run a delayed support-off comparison. The aim is reliable configured performance, not maximum device dependence or forced unaided memory. Target outcome: The learner completes a six-item fictional packing task with a checklist, records misses and checking burden, recovers from one cue failure and reports delayed unaided recall separately. ### Authority and setup conditions - Choose a task where a miss has no real consequence; never use medicines, appointments, appliances or emergency items. - Decide which outcome matters: complete packing, later recall, or both; keep the scores separate. - Set a manual fallback and the rule that ambiguous or stale cues are checked before action. ### Required or supplied materials - Three supplied matched six-item lists and their object cards. List A: notebook, pencil, name card, water bottle, charger card, agenda card. List B: folder, pen, badge, water cup, cable card, schedule card. List C: writing pad, marker, pass, flask, adapter card, programme card. A deliberate ambiguous replacement card says 'power item'; the dated source list resolves it to 'charger card'. - A paper or local private checklist with tick boxes and one deliberate ambiguous-cue card. - Timer, miss/duplicate log, checking count and burden scale. ## 1. Split access from learning Mark each item as safe to offload, important to remember without support, or requiring verified lookup. Why: Different information has different failure consequences. Success check: Every item has a justified memory route. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Reduce the list length and group items by location without changing the completeness rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Capture unaided baseline Read list A once, hide it and pack from memory without prompts; record correct, missed, duplicate and extra items. Why: The baseline shows what the tool changes. Success check: The raw unaided attempt remains visible. Accessible alternative: Complete the same research action — “Read list A once, hide it and pack from memory without prompts; record correct, missed, duplicate and extra items.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The raw unaided attempt remains visible.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Build a clear checklist Write one concrete noun per line, add a final completeness check and place the list where the task begins. Why: A vague or invisible cue creates checking work instead of reducing it. Success check: Another reader can identify and tick every item without interpretation. Accessible alternative: Complete the same research action — “Write one concrete noun per line, add a final completeness check and place the list where the task begins.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Another reader can identify and tick every item without interpretation.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Run the tool-on task Pack matched list B while ticking only after each item is placed; record time, misses and number of look-backs. Why: Ticking only after placement prevents a mark from masquerading as completed packing. Success check: Every tick corresponds to an item physically present. Accessible alternative: Complete the same research action — “Pack matched list B while ticking only after each item is placed; record time, misses and number of look-backs.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every tick corresponds to an item physically present.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Introduce one safe failure Replace one line with an ambiguous label or make the paper briefly unavailable, then use the preplanned verified lookup or spare copy. Why: Offloading capability includes recovering when the support fails. Success check: The learner pauses, verifies and completes without guessing. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Keep a needed aid during real tasks; support-off testing is optional and limited to harmless material. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Check for stale or duplicate cues Compare list date/version with the task and scan for repeated or superseded lines before finalising. Why: An old checklist can reliably produce the wrong task. Success check: The used list is current and no duplicate action is hidden. Accessible alternative: Complete the same research action — “Compare list date/version with the task and scan for repeated or superseded lines before finalising.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The used list is current and no duplicate action is hidden.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Run delayed support-off recall After at least 48 hours, recall a matched six-item list without the old checklist and score it separately. Why: Tool-on benefit can coexist with weaker learning of offloaded content. Success check: Delayed unaided recall is never folded into tool-on completion. Accessible alternative: Complete “After at least 48 hours, recall a matched six-item list without the old checklist and score it separately.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Delayed unaided recall is never folded into tool-on completion.” Reduce the list length and group items by location without changing the completeness rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Choose the right allocation Keep, revise or retire the aid based on completion, burden, fallback and whether unaided recall matters for this task. Why: The goal is fit, not maximum offloading. Success check: The decision names the task elements that remain internal, external or verified. Accessible alternative: Complete “Keep, revise or retire the aid based on completion, burden, fallback and whether unaided recall matters for this task.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The decision names the task elements that remain internal, external or verified.” Keep a needed aid during real tasks; support-off testing is optional and limited to harmless material. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.