Cognitivism (QHPE 601) PDF

Cognitivism QHPE 601 Evidence-based Teaching and Learning Cognitivism (Cont. 1) 2 Cognitivism (Cont. 2) Learning is an internal developmental process Learning occurs through internal mental and psychological processes, such as information processing, metacognition...

Cognitivism QHPE 601 Evidence-based Teaching and Learning Cognitivism (Cont. 1) 2 Cognitivism (Cont. 2) Learning is an internal developmental process Learning occurs through internal mental and psychological processes, such as information processing, metacognition and memory Changes in behaviour are observed, and used as indicators as to what is happening inside the learner’s mind Explains knowledge organization, storage, memory functions 3 Cognitivism (Cont. 3) Knowledge acquisition What students know and how they came to acquire it Mental activity that includes the internal coding and structuring by the learner Learners are an active participant in the learning process 4 Atkinson Shiffrin’s Information Processing Model Encoding Stage: How is information initially put into memory? Storage Stage: How is information stored in memory? Retrieval Stage: How is information retrieved from memory? 5  Cognitive Load Theory Signal to important points using italics or highlighting 7+/- 2 items – chunk information 7+/- 2 items – chunk together through semantic encoding information together through (meaningful and connected info semantic encoding presented together) (meaningful and connected Slow the flow of information info presented together) Frequent low/no stakes cumulative testing Cueing / prompting Formatting of text – keep it simple and easy to understand flow. No more than 2 fonts. Remove needless animations. Pictures vs text Learning environment and distractions *minimize multitasking Teachers can limit learning by increasing mental load 6 Educator’s Role Role of the educator Instructional explanations, demonstrations, illustrative examples, matched non-examples Actively engage the student in learning such as asking questions Manage the cognitive load of the learning experience Acknowledge processes of planning, goal-setting, and organizational strategies Better learning attends to How learners code, transform, rehearse, store, and retrieve information 7 Application Meaningful and organized information is easier to remember Serial position – Easier to remember start and end Learning in certain context – Use of Mnemonics Concept maps help recall and understand relationships Reduced extraneous load, more working memory resources can be devoted to intrinsic load and so it becomes easier to induce a germane load for learning Intrinsic load is altered by simplifying the task Extraneous load is imposed by instructional procedures 8 9 References and Resources Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective Source: https://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/peggy_2013_co mparing_critical_features.pdf 10 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr. Ahsan Sethi Dr. Daniel Rainkie 11