cognitive science overview design activity cognitive apprenticeship theory cognitive flexibility...
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Cognitive Science
Overview
• Design Activity•Cognitive Apprenticeship Theory•Cognitive Flexibility Theory
Scenario
Cognitive Science
Software Review
While reviewing the software presented, observe:
–How did the theory we discussed so far inform the features that were implemented
–Which improvements would you recommend, and why?
–Which strengths and weaknesses did you see in the software?
Find additional examples for Learning environments that were designed based on Cognitive Flexibility and Cognitive Apprenticeship online.
Scenario
Cognitive Science
Software Review
Find additional examples for Learning environments that were designed based on Cognitive Flexibility and Cognitive Apprenticeship online. Present to class, focusing on the same questions:
–How did the theory we discussed so far inform the features that were implemented
–Which improvements would you recommend, and why?
–Which strengths and weaknesses did you see in the software?
Scenario
Cognitive Science
Instructional Design Models
Living Systems Approach
Plass & Salisbury (2002)
ImplementSystem Design
DevelopmentalEvaluation
DevelopInstructionalInformation
Design
AnalyzeEnd-User
Requirements
DesignInstructionalInformationArchitecture
DevelopInstructionalInteraction
Design
Scenario
Cognitive Science
Design Activity
Tasks
–Choose a topic (see web site)
–Discuss which elements of Cognitive Flexibility Theory or Cognitive Apprenticeship Theory you want to implement
–Discuss how you want to implement these elements by choosing features and functionality that are informed by them or support them
–Summarize your design on your group web site, using external links if possible (to web pages serving as examples for your ideas)
Scenario
Cognitive Science
Design Activity
Topics
1. Design a multimedia learning environment for freshmen students learning Spanish that supports vocabulary acquisition and the process of reading a text in Spanish.
2. Design a multimedia learning environment to allow medical doctors to learn about newly developed surgical procedures.
3. Design a multimedia learning environment to train Airline Pilots in emergency procedures.
4. Design a multimedia learning environment on the the history of the American civil war for university students.
5. Design a multimedia learning environment for high school students learning about HIV/AIDS.
Cognitive Science
Definition
• Method not involving didactic teaching, but observation, coaching, and successive approximation
• Embeds the learning of skills in their social and functional context
Collins, Brown, & Newman (1989)
Cognitive Apprenticeship
Cognitive Science
Principles
• Aimed primarily at teaching process used by experts to handle complex tasks
• Conceptual and factual knowledge: CA emphasized their uses in solving problems and carrying out tasks
• Refers to the focus of learning-through-guided-experience on cognitive and meta- cognitive (rather than physical) skills and processes
Cognitive Apprenticeship
Cognitive Science
Design Approach
• Understand nature of expert practice
• Device methods appropriate to learning that practice
Cognitive Apprenticeship
Cognitive Science
Content• Domain knowledge (conceptual, factual)• Heuristic strategies (generally effective techniques to
accomplish tasks)• Control strategies (monitoring, diagnostic, remedial)• Learning strategies (general or local strategies of
knowledge acquisition)
Cognitive Apprenticeship
Cognitive Science
Methods• Externalize cognitive processes carried out internally• Develop extended techniques to encourage development
of self-correction and monitoring skills: Modeling CoachingScaffoldingArticulationReflectionExploration
Cognitive Apprenticeship
Cognitive Science
Sequence• Increasing complexity• Increasing diversity• Global before local skills
Sociology• Situated learning• Culture of expert practice• Intrinsic motivation• Exploiting cooperation• Exploiting competition
Cognitive Apprenticeship
Cognitive Science
Role of Conceptual Model
• Advance organizer for initial attempt to execute a complex skill -> More attention on skill execution
• Interpretive structure for making sense of feedback, hints, corrections
• Internalized guide for period of relatively independent practice by successive approximation
• Encourages autonomy in reflection
Cognitive Apprenticeship
Cognitive Science
• Approaches to Adaptive Learning Environments
Compensation Approach• Compensate for shortcomings
Preference Approach• Support Strengths
Remediation Approach• Identify and address shortcomings
Salomon’s Heuristics
Scenario
Cognitive Science
Cognitive Flexibility Theory
Problems of Existing Instructional Approaches
Learning facts vs. Learning for Transfer
Domain Complexity not introduced early enough
Learning not Contextualized
Over-reliance on prototype cases (Single instances of concepts limit mental models)
Scenario
Cognitive Science
Cognitive Flexibility Theory
Emphasize knowledge assembly rather than reproductive memory
Introduce both conceptual complexity and domain complexity early
Promote active student learning
Scenario
Cognitive Science
Cognitive Flexibility Theory
Need for Rearranged instructional sequences
Multiple dimensions of knowledge representation
Multiple connections across knowledge components
=> Hypertext environments as well as video games as candidates for promoting Cognitive Flexibility
Scenario
Cognitive Science
Cognitive Flexibility Theory
Features Case-based materials
-Involve students in authentic activities-Multiple representations of knowledge-Multiple contexts for learning
Conceptual indexing and variable hypertext links-Coding material with abstract conceptual or
structural knowledge (mental models)-Variable HT links as situated view of knowledge
Scenario
Cognitive Science
Cognitive Flexibility Theory
Case-theme commentaries-Explanation of how a structural dimension of knowledge
applies in different case-specific or situated contexts-Knowledge-in-use-Indexicalized knowledge representation
Conceptual structure search-Content is re-edited to produce particular kind of ‘criss-
crossing’ the conceptual landscape that visits large set case examples of concepts the learner chose to explore
Scenario
Cognitive Science
Cognitive Flexibility Theory
Thematic criss-crossing-Nonlinear and multidimensional traversal of
complex subject matter-Use conceptual indexing to highlight different facets of instructional material-Criss-cross conceptual landscape-Demonstrate interconnected and web-like nature of knowledge-Process of knowledge assembly-Scaffolding by providing support based on structural knowledge components
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