Cognitivist Learning ( HMLT 5203)

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

sm/page/2/• http://www.bbc.co.uk/schools/gcsebitesize/science/a

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

s-or-fail.html• http://thefrontlinegamer.blogspot.com/2012/02/sunda

y-sermon-locus-of-control.html• http://disjointedthinking.jeffhughes.ca/2011/05/the-div

ine-debasement/• http://www.histproject.no/node/389