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Cognitivist Learning ( HMLT 5203). By Bundhun Amit Varma. 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 - PowerPoint PPT Presentation
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Cognitivist Learning(HMLT 5203)
By Bundhun Amit Varma
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
What is cognitivism?• Answers how learning takes place inside the
brain
• Explains the Information processing approach
3 Major theories in CognitivismPiaget's Cognitive Development
John Anderson's ACT-R theory
Schema Theory
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.
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
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
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
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
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
Cognitive Instructional Principles
• Content– Use different types of contents
• Picture, charts , video, text, graphics, color, sound and animation
– Break contents into chunks
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
Cognitive Instructional Principles in Training Design
• Modeling and explaining– Explain related process through models and
key principles
Cognitive Instructional Principles in Training Design
• Coaching and Feedbacks– Provide feedback on performance, hints– Personalised attention
Hints
Cognitive Instructional Principles in Training Design
• Scaffolding and fading– Help the learner when needed– Move towards learner autonomy
Cognitive Instructional Principles in Training Design
• Articulation and Reflection– Learner’s reasoning, problem solving– Analyze own performance
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??
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
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
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 ... ??
Cognitive Principles in online learning
• Chunk information– to prevent overload in working memory – Five to nine items on screen
Cognitive Principles in online learning
• Motivation
Can I do this task?Why I am doing
this task?
How can I do this task ?
Cognitive Principles in online learning
• Can I do the task?– Self efficacy
Actual Experience Vicarious experiences
Verbal Persuasion Physiological index
Cognitive Principles in online learning
• Can I do the task?– Locus of control
Cognitive Principles in online learning
• Can I do the task?– Attributions
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
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
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.
References - pictures• http://elearningcurve.edublogs.org/category/cognitivi
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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
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