Cognitivism in Practice

To the cognitivist, learning is the result of unseen mental operations that occur as information is accepted, processed, stored, and used by the brain (Lever-Duffy & McDonald, 2008). Dr. Michael Orey (Laureate Education, Program 5, 2009) tells us that as educators, we should understand several things about this information processing theory as it relates to our effectiveness as teachers. First, because information enters the brain through multiple senses, we should engage our students in multi-sensory presentations, using sights, sounds, and even smells for greater impact. Second, short-term memory is capable of processing 7 plus-or-minus 2 pieces of information at one time. Therefore, it is important to deliver only a manageable amount of information at one time. Third, Paivio’s dual-coding hypothesis tells us that presenting text and images simultaneously will cause the brain to store and recall information more effectively. Next, elaboration, or the ability to create a mental connection between new and previously learned material, is a key means of storing information in long-term memory. Finally, we should take advantage of episodic learning, or learning which creates episodes or experiences which will be stored in long-term memory.

With these things in mind, I have considered the teaching strategies presented in this week’s resources in Walden University's EDUC 6711, Bridging Learning Theory, Instruction, and Technology. Each strategy highlights the use of technology as a tool for enhancing learning. The question is, “how do these technology strategies correlate with the principles of cognitive learning theories?” As Robertson, Elliot, and Robinson (2007) suggest, cognitivists look for ways in which the application of technology allows students to learn “with” computers in a cognitive fashion, rather than “from” computers in a behaviorist fashion (p. 2).

There are several excellent suggested uses of technology that engage students in multi-sensory presentations or that honor Paivio’s dual-coding hypothesis. I would like to try some of the ideas of Pitler, Hubbell, Kuhn, and Malenoski (2007). They recommend the use of specialized software such as Inspiration for visually organizing and brainstorming information and ideas. The software, rich in graphics and text, allows students to build webs, maps, and diagrams for assimilating and expanding their knowledge. The authors also illustrate ways to combine text and graphics in note taking using applications like Microsoft Word and PowerPoint. In the past, I have had students outline chapters in their textbooks using Word, but it had never occurred to me to have them add graphics to those outlines for a more powerful effect on their learning.

For suggestions on keeping information manageable, there are great examples presented by Robertson, Elliot, and Robinson (2007) which use spreadsheet and database applications as information organizers. In my class discussion post this week, I referred to the use of spreadsheets as a way to improve a lesson in which my students calculate the cost per unit of the ingredients required to bake chocolate chip cookies. In addition to the benefits I discussed in my post, the spreadsheet accomplishes the goal of organizing and storing information so that short-term memory will not be overloaded with more than it can handle at one time.

In cognitivist learning theories, the idea of making mental connections between new and previously learned material is an important one. Computer-generated concept maps are an ideal tool for allowing students to make those connections. Novak and Canas (2008) provide us with great detail about the theory behind concept maps, and how to make and use them. After viewing three or four online concept mapping sites, it will be interesting to choose one and put it to use in this week’s application assignment, as this is a tool with which I am not familiar.

Finally, in this week’s video (Laureate Education, Program 6, 2009), there is a presentation spotlighting the use of a virtual field trip to create an episodic learning experience related to the assassination of President Lincoln. Through the use of digital photography and video clips, virtual field trips are an effective way to use technology to “take” students to places they might otherwise never visit. Although the visits are experienced online, they can be far more effective as long-term memory builders than books containing text and limited graphics.

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved March 11, 2010, from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 11, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools.