1. Cognitivism Jose Alvarez Daisy Garcia Adrienne Padilla Jacob Sanchez

2. Cognitive Learning Cognitive learning is about helping people learn by using their reason, intuition, and perception. It is also know as Brain-Based Learning Adapted from the works of Martin Smith. http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039

3. How Do We Learn?

4. Information Processing Model

5. Role of Meaningfulness The procedure is actually quite simple. First you arrange things into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do few things at once than too many. In the sort run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon however is will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will have to be repeated. However, this is part of life. (Bransford and Johnson, 1972)

6. Cognitive Techniques

7. Remembering Long strings of numbers

8. 5 Steps in a Cognitive Theory of Multimedia Selecting Relevant Words Selecting Relevant Images Organizing Selected Words Organizing Selected Images Integrating Word-Based and Image-Based Representations Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

9. Selecting Relevant Words The learner pay attention to important words in the multimedia lesson –There is a need to select only part of the message due to capacity limitations in each channel of the cognitive system –Learner must determine which words are most relevant Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

10. Selecting Relevant Images The learner pays attention to part of the animation or illustrations –The learner is forced to select only some or part of the animations or illustrations because the limited processing capacity of the cognitive system –It’s not possible to process all parts, so the learner is forced to choose. Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

11. Organizing Selected Words Learner builds connections through verbal knowledge. –Learners do not have unlimited capacity to build connections –So they must focus on building meaning to make sense of it all. (creating cause/effect graphic organizer) Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

12. Organizing Selected Images Learner builds connections through the pictures provided. –Learners do not have unlimited capacity to build connections –So they must choose important images and focus on building meaning to make sense of it all through simple connections. Visually connect all the puzzle pieces.. Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

13. Integrating Word-Based and Image-Based Building connections between incoming material and prior knowledge (long-term memory) –Learners pay attention to certain words and images and arranges them for understanding Connecting the two models Learners’ Verbal Model Learners’ Visual Model Integrated Model includes prior knowledge connections Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

14. Implications for Multimedia Learning (Multimedia Effect) Presenting an explanation with words and pictures does more than words alone Pictures are processed using qualitatively different mental representations. Meaningful deeper learning occurs when learners build picture-based and word-based representations and build systematic connections. Learners are actively constructing pictorial and verbal mental models and trying to make connections. Application adapted from the work of Richard E. Mayer: “Multimedia Learning."

15. Transfer of Learning Structure Expectations (Establishing Ownership) Clarify what learners are expected to do Focus on behavior rather than knowledge Watch timing Make expectations doable Ensure ownership Improving Skills (Checking Understanding) Focus on learning objectives Keep objectives at correct level of cognitive domain Don't fiddle Keep the unit of change large enough Integrate training and education with the natural environment Establish Rewards (Feedback) Ensure that learners apply new skills immediately Reward Successful learning Application adapted from the work of Richard W. Kemerer: "Understanding the application of learning."

16. Instructional Design & Planning How does theory, and instructional design and planning fit in transfer of learning? It has do with having a framework. Transfer of Learning Before Identifying what is to be transferred. Where is the information going to be used? Setting guidelines/rules. Facilitating the learning by Peer Involvement, Team sharing, and mentoring. Transfer of Learning During Involving people who are stakeholders. Using formative evaluation techniques. Monitoring the program. How do we this? Using the internet, virtual community, and of course, discussion groups/blogs/wiki Transfer of Learning After From the outcomes, develop techniques that will assist the needs of the participants. Negotiate and change as needed. Measure through reflection, evaluation, establish a feeder system to ensure continued success, e.g. develop a web site or web quest.

17. When cognition becomes situated Communities of practice “A theory of social practice emphasizes the relational interdependency of agent and world, activity, meaning, cognition and knowing, and it emphasizes the inherently socially negotiated character of meaning” (Lave & Wenger, 1991, p. 50). How do we practice this learning in technology? Cognitive Apprenticeship We learning in authentic activities….like….. web quests. We work in routines, using learning methods, using knowledge as conceptual tools, we interact in cultural activities (e.g. discussions, forums, debates,…hence web CT.web quests Legitimate Peripheral Participation We have communities of practice (developing membership) Mastery towards full participation

18. Activity 1.Watch the first few minutes of the clip Movie Clip Open the attached graphic organizer using inspiration and follow the instructions to complete the activity

19. Activity

20. Activity Answers

21. References Cates, Ward Mitchell. Instructional technology: The design debate. Clearing House. Jan/Feb93, Vol. 66, Issue 3 Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Mayer, Richard E.(2001). Multimedia Learning. Cambridge: Cambridge University Press Thinkquest Team 26618. (n.d.). Cognitive Processes. Retrieved September 25, 2008, from http://library.thinkquest.org/26618/en-5.5.3=cognitive%20learning.htm Schunk, D. (2004). Learning Theories An Educational Perspective. New York, New York: Macmillan Publishing Co.