Description
As I was looking for ways to reduce the feeling of overload expressed by my students, a problem became apparent: without a clear definition of what workload is, it was difficult to find solutions. Here, I will present the definition I have established, along with four levers for interventions and how all stakeholders—the student community, teachers, and administration—can influence this workload. I will describe an experiment I conducted in my biology classes, which incorporated learning strategies into my course, as a starting point for a discussion on our different pedagogical practices. This exchange will allow us to take a critical look at these practices and come up with ideas to avoid this feeling of overload.
