Download - Cognitivist Learning ( HMLT 5203)
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Cognitivist Learning(HMLT 5203)
By Bundhun Amit Varma
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Objectives• Define What is a cognitivism?• Recall 3 major theories in cognitivism• Recall the 9 internal learning process
involved in Instructional Design• Review 8 Cognitive Instructional principles
in training design• Name 4 cognitivism principles in online
learning
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What is cognitivism?• Answers how learning takes place inside the
brain
• Explains the Information processing approach
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3 Major theories in CognitivismPiaget's Cognitive Development
John Anderson's ACT-R theory
Schema Theory
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Piaget's Cognitive Development• Learning process is iterative• 3 cognitive process
Assimilation• fitting new
information into existing cognitive structures
Accommodation • process
of modifying existing cognitive structures based upon new information.
Equilibration• dynamic
construction process of human’s cognitive structure.
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John Anderson's ACT-R theory
Declarative knowledge
(Facts and goals)Transformation(3 stages)
Procedural knowledge
(production rules – condition/action
pairs)
Adaptive Control of Thought—Rational theory
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John Anderson's ACT-R theory (contd)Three stages of transformation
1• Cognitive stage
• Acquisition of new skills• Processing is conscious, deliberate,
slow , requires full attention – step by step
2• Associative Stage
• Converting a sequence of steps into one action
• reduces load in working memory, achieves efficiency
3• Autonomous stage
• Select the appropriate action in a particular context
• Procedures becomes much automated and rapid
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Schema theory • provides an account to the knowledge
abstract structures .• emphasizes the fact that information retained
in memory is influenced by previous knowledge.
• facilitate both encoding and retrieval• Three processes of schema acquisition and
modification1. Accretion - information is retained in a schema2. Tuning - existing schema become consistent with
experience3. Reconstructing - replace schema to replace or
incorporate old schema
concept
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Instructional Design and Cognitivism
• Instruction consists of a set of events external to the learner designed to support the internal processes of learning. (Gagne, Briggs, & Wager, 1988)
Events
• Nine events of instruction - Robert Gagné
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Nine events of InstructionsInstructional Event Relation to learning process
Gaining attention Reception of patterns of neural impulses - Attention
Informing the learner of the objectives
Activating a process of executive control- Expectancy
Stimulating recall of prerequisite learned capabilities
Retrieval of prior learning to working memory
Presenting the stimuli material Emphasizing features for selective perception – Pattern Recognition
Providing learning guidance Semantic encoding: cues for retrievalchunking, rehearsals
Eliciting performance Activating response organisation
Providing feedback about performance correctness
Establishing reinforcement
Assessing the performance Activating retrievalEnhancing retention and transfer Providing cues and strategies for retrieval
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Cognitive Instructional Principles
• Content– Use different types of contents
• Picture, charts , video, text, graphics, color, sound and animation
– Break contents into chunks
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Cognitive Instructional Principles in Training Design
• Situated learning– Teach knowledge and skills in context– Show the use of knowledge and skill in real
life situation
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Cognitive Instructional Principles in Training Design
• Modeling and explaining– Explain related process through models and
key principles
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Cognitive Instructional Principles in Training Design
• Coaching and Feedbacks– Provide feedback on performance, hints– Personalised attention
Hints
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Cognitive Instructional Principles in Training Design
• Scaffolding and fading– Help the learner when needed– Move towards learner autonomy
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Cognitive Instructional Principles in Training Design
• Articulation and Reflection– Learner’s reasoning, problem solving– Analyze own performance
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Cognitive Instructional Principles in Training Design
• Exploration– try different strategies to solve problem– observe the effect of strategies– Eliminate misconception
Which strategy do I use now??
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Cognitive Instructional Principles in Training Design
• Sequence– proceed from simple to complex– Teach the underlying principle first, then fine-
tune the application of that principle to specific performance contexts 2
x3
What is the product of 5 and 6
One
basket contains 7
cakes. How
many cakes are there in 8
baskets?
Simple
Complex
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Cognitive Principles in online learning
• Content– Important Information should be place
• in centre of screen• read from left to right
– Highlight to focus learner’s Attention– Must match cognitive level of learner– Learner must be provided with the relevance of lesson
Wow! This is useful to me and I can understand it
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Cognitive Principles in online learning
• Retrieval of existing information – Use of advance organizer– Provide conceptual models– Use pre instructional questions or prerequisite
testIn the previous
lesson , we learnt ... ??
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Cognitive Principles in online learning
• Chunk information– to prevent overload in working memory – Five to nine items on screen
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Cognitive Principles in online learning
• Motivation
Can I do this task?Why I am doing
this task?
How can I do this task ?
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Cognitive Principles in online learning
• Can I do the task?– Self efficacy
Actual Experience Vicarious experiences
Verbal Persuasion Physiological index
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Cognitive Principles in online learning
• Can I do the task?– Locus of control
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Cognitive Principles in online learning
• Can I do the task?– Attributions
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Cognitive Principles in online learning
• Why I am doing this task?– Goal orientation
– Intrinsic and extrinsic motivationIntrinsic Extrinsic
Pride Rating
Confidence Money
Relationships Opportunity
Knowledge Skill
Resilience Status
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Cognitive Principles in online learning
• How can I do this task?– Self Regulation
• Plan, organise, self –instruct, self evaluate• Time management• Learn and Seek help from Peers and instructors
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References• Miltiadou, M. & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success
in online distance education - Educational Technology Review, 2003. [On-line] Available at https://www.aace.org/pubs/etr/issue4/miltiadou2.pdf
• Wilson, B. G., Jonassen, D. H., & Cole, P. (1993). Cognitive approaches to instructional design. In G. M. Piskurich (Ed.), The ASTD handbook of instructional technology (pp. 21.1-21.22). New York: McGraw-Hill. [On-line] Available at http://carbon.ucdenver.edu/~bwilson/training.html
• Anderson, T. , & Elloumi, F. (2004).Theory and Practice of online learning. . [On-line] Available at http://cde.athabascau.ca/online_book/
• Hanley M. (2012, February 26) E-learning Curve Blog at Edublogs. Retrieved at http://elearningcurve.edublogs.org/category/cognitivism/page/2/
• Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 98 (4), p. 369-406.• Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.• Anderson, J. R. (1985). Cognitive psychology and its implications. 2nd Ed. New York: Freeman.• Anderson, J.R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51 (4), 355-365.• Atkinson, R. L., & Shriffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W.
Spence & J. T. Spence, (Eds.), The psychology of learning and motivation: Advances in research and theory, Vol. 2. New York: Academic.
• Drisoll, M. P.( 2000). Psychology of learning for instruction. 2nd. Needham Heights, MA: Allyn and Bacon.• Piaget, J. (1970). Genetic epistemology. (E. Duckworth, Trans.). New York: Columbia University Press.• Piaget, J. (1985). The equilibration of cognitive structures. Chicago, IL: University of Chicago Press.• Rumelhart, D.E., & Norman, D. A. (1981). Analogical processes in learning. In J. R. Anderson, (Ed.), Cognitive skills and
their acquisition. Hillsdale, NJ: Erlbaum.• Shank, R. C., & Abelson, R. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Elbarum.• Winn, W., & Snyder, D. (1996). Cognitive Perspectives in Psychology. In D. H. Jonassen (Ed.), Handbook of Research
for Educational Communications and Technology (pp. 112-142). New York: Macmillan.
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References - pictures• http://elearningcurve.edublogs.org/category/cognitivi
sm/page/2/• http://www.bbc.co.uk/schools/gcsebitesize/science/a
dd_ocr_pre_2011/brain_mind/memoryrev2.shtml• http://etec51264b2010cip.pbworks.com/w/page/3035
4214/Conceptual%20Overview%20of%20Cognitive%20Theories
• http://www.instructionaldesignexpert.com/addie.html• http://ellerbruch.nmu.edu/classes/cs255w03/cs255st
udents/teabbott/p4/page1.html• http://liphelonglurnerdok.wordpress.com/2012/02/10/
terrific-t6-talks-teaching-clinical-reasoning/• http://perfectlygoodhearts.blogspot.com/2010/08/pas
s-or-fail.html• http://thefrontlinegamer.blogspot.com/2012/02/sunda
y-sermon-locus-of-control.html• http://disjointedthinking.jeffhughes.ca/2011/05/the-div
ine-debasement/• http://www.histproject.no/node/389