Cognitivism in Practice

Cognitivism in Practice
APP3 - EDUC 6711

This week we studied "Cues, Questions, and Advance Organizers" and "Summarizing and Note Taking", instructional strategies that embed technology and their correlation to cognitive learning theory. We also worked with Virtual Field Trip and Concept Mapping tools and looked at how they relate to cognitive learning theories and the above mentioned instructional strategies.

Cognitive learning theory revolves around information processing. Dr. Michael Orey said the primary mechanism for storing processed information in long-term memory is elaboration (Laureate Education, Inc., 2008). Elaboration builds numerous connections to stored information according to Dr. Orey. He also notes that the effective use of images and episodic experiences, memories of life experiences, are also cognitive learning tools that contribute to building lasting connections.

It stands to reason that if cognitive learning theory revolves around information processing then information processing tools, made available by technology, can significantly contribute to learning. Tools such as word processing applications, spreadsheet software, inspiration softeware and multimedia applications such as PowerPoint can be used to create rubrics, articles, tables, charts or artisitic works that help students concentrate on essential concepts and themes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 75).

Summarizing and note taking are instructional strategies that help students to organize information into a meaningful format that they can use to build connections to stored information (elaboration theory). Pitler, Hubbell, Kuhn and Malenoski said, "graphic representation has been shown to produce a percentile gain of 39 points in student achievement" as sited in Marzano, 2008.

Virtual field trips can be used to create rich, episodic experiences that students will be able to retrieve later (Laureate Education, Inc., 2008). Concept maps serve "as a kind of template or scaffold to help organize knowledge and to structure it" (Novak & Canas, 2008). Each of these are examples of cognitive learning theories (elaboration, effective use of images or episodic experiences) at work.

In short, long-term memory can be categorized as one of three types of memory: declarative (facts and information), procedural (how to do things) or episodic (memory for events in life). "The first two account for most of what is learned in work and school" (Orey, 2001). Modern technology promotes the development of long-term memory by providing tools that facilitate information processing which is at the core of Cognitive Learning Theory.

References

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual
Field Trips [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.

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
from the Institute for Human and Machine Cognition Web site:
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrievedfrom http://projects.coe.uga.edu/epltt/

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