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Theory and multi-media technology promoted the development of artifacts. In a collaborative learning community, artifacts has equal importance and status as the human participants, which promote the learners to construct knowledge, acquire skills, and develop higher thinking skills. However, research pointed out that artifacts can provide rich and integrated information for learners, but not all of that can be processed by learners, because the poor design of multi-media portfolio can not make students understand structure precisely. Instead, increase the cognitive load in learning process.It is a significant research fields to concern the cognitive load of learners in the process of technology promoting the learning. Cognitive Load Theory as a constructive theory, it can be used to guide the design of artifacts. In this paper, author adopts learner-centered design-oriented, based of relevant multimedia studies both at home and abroad, analyzes the factors impact on the learner’s cognitive load, and proposes nine principles of design artifacts, and being integrated to"Audio Technology Course" Multimedia courseware. The main research contents are as follows:1.Adopting literature study, this paper sorts out the relevant multimedia research both domestic and foreign, and focuses on cognitive load theory: the connotationt, type, structure, measurement, basic viewpoints of Cognitive Load Theory as well as instructional design inspiration of cognitive load.2.Adopting action method, from cognitive tools, the learning environment and the learning activities, this paper details the connotation of artifacts; analyzes the factors impact on the learner’s cognitive load, including Intrinsic Cognitive Load, Extraneous Cognitive Load and Germane Cognitive Load; further, presents nine principles which controls cognitive load: necessity principle, multimedia principle, simple principle, spatial and temporal contiguity principle, coherence principle, good visual effect principle, unload load principle, partite load principle, as well as individual differences principle.3.Based on the above principles, analyzes the necessity of "Audio Technology Course"multimedia courseware; sets out good visual effect principle, simple principle, consistency principle in the interface design of "Audio Technology Course" multimedia courseware; and multimedia principle, spatial and temporal contiguity principle in the knowledge representation design, as well as the unload load principle and individual differences principle in learning activities design.4.Adopting questionnaire method and action method, through evaluating the "Audio Technology Course" multimedia courseware, validates that cognitive load theory can reduce effectively cognitive load of learners on the multimedia courseware.
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