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Understanding Cognition and Technology in Learning: A Comprehensive Cognitive Perspective

This exploration of cognition and technology emphasizes learning through a cognitive lens. It discusses fundamental concepts such as memory systems (short-term and long-term), the importance of imagery, and different types of knowledge (declarative and procedural). The document highlights the process of meaningful learning, contrasting it with rote learning, and underlines the efficacy of constructivism and active engagement in learning. Additionally, it advocates for using technology to facilitate cognitive apprenticeship and cooperative learning, ultimately enhancing higher-order thinking skills.

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Understanding Cognition and Technology in Learning: A Comprehensive Cognitive Perspective

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  1. Cognition and Technology

  2. Learning from a Cognitive Perspective (1)− at the fundamental level • Memory stores • Short-term memory (STM) or working memory • Long-term memory (LTM) • Imagery, episodic memory, declarative & procedural knowledge • Processes • Mind tools (cognitive process) • Attend to • Link/Associate/Organize • Elaborate/Extend/Exemplify/Infer • Test/Evaluate/Question • Metacognition – (learning strategy) • Metacognitive knowledge • Metacognitive control functions http://projects.coe.uga.edu/epltt/index.php?title=Information_processing

  3. Information Processing Model Long-Term Memory External Stimuli Retrieval Initial Processing Sensory Memory Elaboration & Coding Forgotten Short-Term Memory Repetition Organization Forgotten http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

  4. Learning from a Cognitive Perspective (2)− at the conceptual level • Meaningful learning − new experiences are related to what a learner already knows • Meaningful vs. rote learning • Reception vs. discovery learning • Constructivism − users create personal understanding of experience • Learning is an active construction process • Learning helps users operate in their personal world

  5. The Role of Technology Engage learners in authentic activities and encourage higher-order thinking • Design opportunities for cognitive apprenticeship, cooperative learning, and learning communities. • Present information • Allow for manipulation of information as a tool e.g. , have learners take on some of the tasks of biologists, historians, or Spanish speakers.

  6. Readings & Questions • http://projects.coe.uga.edu/epltt/index.php?title=Information_processing • www.unm.edu/~moreno/PDFS/chi.pdf • http://www.edpsycinteractive.org/topics/cogsys/infoproc.html • Guiding questions: • What is the computer equivalent of Short Term Memory (STM), Long Term Memory (LTM), and sensory mentioned in the first article above? • Choose one from the five instructional design principles listed in the second article above. Describe how you can apply the principle in your future classroom. Explain why your approach above can affect learning in a positive way. • Prepare to discuss these questions.

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