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 Cognitivism
Piaget'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
Equilibration
• dynamic construction
process of human’s
cognitive structure.
Accommodation
• process of modifying
existing cognitive
structures based
upon new
information.
John Anderson's ACT-R theory
Adaptive Control of Thought—Rational theory
Declarative
knowledge
(Facts and goals)
Transformation
(3 stages)
Procedural knowledge
(production rules –
condition/action pairs)
John Anderson's ACT-R theory (contd)
Three stages of transformation
• Cognitive stage
1
• Acquisition of new skills
• Processing is conscious, deliberate, slow , requires full
attention – step by step
• Associative Stage
2
• Converting a sequence of steps into one action
• reduces load in working memory, achieves efficiency
• Autonomous stage
3
• 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 modification
1. Accretion - information is retained in a
schema
2. Tuning - existing schema become consistent
with experience
3. 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 Instructions
Instructional 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 controlExpectancy
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 retrieval
chunking, rehearsals
Eliciting performance
Activating response organisation
Providing feedback about
performance correctness
Establishing reinforcement
Assessing the performance
Activating retrieval
Enhancing 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 finetune the application of that principle to specific
performance contexts
2x3
Simple
What is the product
of 5 and 6
Complex
One basket contains 7 cakes.
How many cakes are there in 8
baskets?
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
test
In 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
Why I am doing
this task?
Can I do
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 motivation
Intrinsic
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: McGrawHill. [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), 355365.
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
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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%20
Overview%20of%20Cognitive%20Theories
http://www.instructionaldesignexpert.com/addie.html
http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/teabbott/p4/pag
e1.html
http://liphelonglurnerdok.wordpress.com/2012/02/10/terrific-t6-talksteaching-clinical-reasoning/
http://perfectlygoodhearts.blogspot.com/2010/08/pass-or-fail.html
http://thefrontlinegamer.blogspot.com/2012/02/sunday-sermon-locus-ofcontrol.html
http://disjointedthinking.jeffhughes.ca/2011/05/the-divine-debasement/
http://www.histproject.no/node/389