md6 assgn1owens
TRANSCRIPT
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Cognition, Culture, and Learning Analysis
Rebecca OwensEDUC 8401
Walden University
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Topic Selections:Cognitive Science
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Topic Selections:Educational Neuroscience
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Topic Selections:Constructivism
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Topic Selections:Technology
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Discussion• Cognitive science
– Focusing on memory, self-regulated learning, and interface between emotion and cognition
– Blended states of emotion can affect learning, cognition, and motivation
– Baker, D’Mello, Rodrigo and Graesser (2009) identified five that could result in poorer learning
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
• Kostons, et al. (2012) noted:
– Modeling techniques increase self-regulation and task-selection
– Students feel as if they have more control
– Increasing self-regulation, task-selection and a student’s control over learning can prevent….
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Discussion (Cognitive Science)
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Discussion (Cognitive Science)
• Lewandowsky, Yang, Newell and Kalish (2012) noted:
• Working memory is imperative for higher level cognitive functions
• Not equally distributed across all tasks
• Direct-access region is a temporary cohesive agent that binds item representations for later use (chunking)
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Discussion (Cognitive Science)
Looks a bit like:
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Discussion (Cognitive Science)
Or this…
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Discussion (Cognitive Science)
But not this…
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Discussion• Educational Neuroscience
• Bringing neuroscientific discoveries to the classroom
• Help students learn• Help teachers teach• Help develop curriculum to support
both
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Discussion (Educational Neuroscience)
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Discussion (Educational Neuroscience)
• We have an intrinsic ability to build upon what we already know
– It’s more difficult to learn new, unrelated tasks because there hasn’t been an association
– Our brains work harder with new material
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Discussion (Educational Neuroscience)
• What does this mean?
• Repetition is beneficial for new material
• Somehow relate the material to past knowledge, skills or experiences
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Discussion (Constructivism)
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Discussion (Constructivism)
• Conner (2013) defines constructivism as:
– The process of understanding information by connecting it to pre-existing knowledge
• Includes social cultural constructivism
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Discussion (Constructivism)
• Bay, Bagceci and Cetin (2012) discussed the classroom as:
–A place where learning occurs through authentic tasks with• Collaboration• Teachers are guide students • Students are independent learners,
responsible for their experiences
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Discussion (Constructivism)
IndependentM-learnersSocial sharingPeer-to-peer
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Discussion• Technology
– Faster, more interactive, connects vast amounts of knowledge
– Mobile, can connect virtually everywhere
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Discussion (Technology)
• Neo, et al. (2013) and Fessakis et al. (2013) shared:
– Computer Assisted Instruction (CAI) to provide multi-sensory learning through games and problem solving
– Multimedia Integrated Learning Environments (MILE) connected blended environments for blogs, discussions, team projects
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Discussion (Technology)
Fessakis et al. (2013) noted:
• Presence of interactive analysis graphs increased student participation and intensity
• Also attributed to increasing students’ self-regulating skills
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Discussion (applicability)
• Navy Chief Petty Officer 365 (MCPON, 2013)
– Year-round training initiative to train future leaders
– Classroom, lecture-based training
– No assessments or application
– Defined by Sailors as “boring”
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Discussion (applicability)
It doesn’t:
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Discussion (applicability)
Or combine:
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Discussion (applicability)
Or build:
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Discussion (applicability)
– Through the creative combination and application of the topics discussed, a new curriculum can be designed for the future Navy leaders.
– Lessons that will inspire, be relevant, have applications designed in to the content, and will not end up sounding like…
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Discussion (applicability)
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ReferencesConner, L. N. (2013). Students' use evaluative constructivism: Comparative degrees of intentional learning. International Journal of Qualitative Studies in Education. Retrieved from http://dx.doi.org/10.1080/09518398.2013.771228
Bay, E., Bagceci, B., & Cetin, B. (2012). The effects of social constructivist approach on the learners' problem solving and metacognitive levels. Journal of Social Sciences, 8(3), 343-349. doi:10.3844/jssp.2012.343.349
Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Educational Technology & Society, 16(1), 243-253. Retrieved from http://www.ifets.info/journals/16_1/21.pdf
Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 121-132. Retrieved from http://dx.doi.org/10.1016/j.learninstruc.2011.08.004
Lewandowsky, S., Yang, L., Newell, B. R., & Kalish, M. L. (2012). Working memory does not dissociate between different perceptual categorization tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 881-904. doi:10.1037/a0027298
MCPON Releases CPO 365 Training Guidance. (2013, January 7). Retrieved from U. S. Navy: http://www.navy.mil/submit/display.asp?story_id=71350
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