Cognitivist Learning ( HMLT 5203)

1. Cognitivist Learning(HMLT 5203) By BundhunAmitVarma

2. 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

3. What is cognitivism? • Answers how learning takes place inside the brain • Explains the Information processing approach

4. 3 Major theories in Cognitivism

5. Piaget's Cognitive Development • Learning process is iterative • 3 cognitive process

6. John Anderson's ACT-R theory Adaptive Control of Thought—Rational theory

7. John Anderson's ACT-R theory (contd) Three stages of transformation

8. 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 modification • Accretion - information is retained in a schema • Tuning - existing schema become consistent with experience • Reconstructing - replace schema to replace or incorporate old schema

9. 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

10. Nine events of Instructions

11. Cognitive Instructional Principles • Content • Use different types of contents • Picture, charts , video, text, graphics, color, sound and animation • Break contents into chunks

12. 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

13. Cognitive Instructional Principles in Training Design • Modeling and explaining • Explain related process through models and key principles

14. Cognitive Instructional Principles in Training Design • Coaching and Feedbacks • Provide feedback on performance, hints • Personalised attention Hints

15. Cognitive Instructional Principles in Training Design • Scaffolding and fading • Help the learner when needed • Move towards learner autonomy

16. Cognitive Instructional Principles in Training Design • Articulation and Reflection • Learner’s reasoning, problem solving • Analyze own performance

17. 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??

18. 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 Simple Complex

19. 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

20. Cognitive Principles in online learning • Retrieval of existing information • Use of advance organizer • Provide conceptual models • Use pre instructional questions or prerequisite test In the previous lesson , we learnt ... ??

21. Cognitive Principles in online learning • Chunk information • to prevent overload in working memory • Five to nine items on screen

22. Cognitive Principles in online learning • Motivation • Can I do this task? • Why I am doing this task? • How can I do this task ?

23. Cognitive Principles in online learning • Can I do the task? • Self efficacy

24. Cognitive Principles in online learning • Can I do the task? • Locus of control

25. Cognitive Principles in online learning • Can I do the task? • Attributions

26. Cognitive Principles in online learning • Why I am doing this task? • Goal orientation • Intrinsic and extrinsic motivation

27. 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

28. 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.

29. References - pictures • http://elearningcurve.edublogs.org/category/cognitivism/page/2/ • http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/brain_mind/memoryrev2.shtml • http://etec51264b2010cip.pbworks.com/w/page/30354214/Conceptual%20Overview%20of%20Cognitive%20Theories • http://www.instructionaldesignexpert.com/addie.html • http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/teabbott/p4/page1.html • http://liphelonglurnerdok.wordpress.com/2012/02/10/terrific-t6-talks-teaching-clinical-reasoning/ • http://perfectlygoodhearts.blogspot.com/2010/08/pass-or-fail.html • http://thefrontlinegamer.blogspot.com/2012/02/sunday-sermon-locus-of-control.html • http://disjointedthinking.jeffhughes.ca/2011/05/the-divine-debasement/ • http://www.histproject.no/node/389