Cognition, Culture, and Learning Analysis

Rebecca OwensEDUC 8401

Walden University

Topic Selections:Cognitive Science

Topic Selections:Educational Neuroscience

Topic Selections:Constructivism

Topic Selections:Technology

Discussion• Cognitive science

– Focusing on memory, self-regulated learning, and interface between emotion and cognition

– Blended states of emotion can affect learning, cognition, and motivation

– Baker, D’Mello, Rodrigo and Graesser (2009) identified five that could result in poorer learning

Discussion (Cognitive Science)

Discussion (Cognitive Science)

Discussion (Cognitive Science)

Discussion (Cognitive Science)

Discussion (Cognitive Science)

Discussion (Cognitive Science)

• Kostons, et al. (2012) noted:

– Modeling techniques increase self-regulation and task-selection

– Students feel as if they have more control

– Increasing self-regulation, task-selection and a student’s control over learning can prevent….

Discussion (Cognitive Science)

Discussion (Cognitive Science)

• Lewandowsky, Yang, Newell and Kalish (2012) noted:

• Working memory is imperative for higher level cognitive functions

• Not equally distributed across all tasks

• Direct-access region is a temporary cohesive agent that binds item representations for later use (chunking)

Discussion (Cognitive Science)

Looks a bit like:

Discussion (Cognitive Science)

Or this…

Discussion (Cognitive Science)

But not this…

Discussion• Educational Neuroscience

• Bringing neuroscientific discoveries to the classroom

• Help students learn• Help teachers teach• Help develop curriculum to support

both

Discussion (Educational Neuroscience)

Discussion (Educational Neuroscience)

• We have an intrinsic ability to build upon what we already know

– It’s more difficult to learn new, unrelated tasks because there hasn’t been an association

– Our brains work harder with new material

Discussion (Educational Neuroscience)

• What does this mean?

• Repetition is beneficial for new material

• Somehow relate the material to past knowledge, skills or experiences

Discussion (Constructivism)

Discussion (Constructivism)

• Conner (2013) defines constructivism as:

– The process of understanding information by connecting it to pre-existing knowledge

• Includes social cultural constructivism

Discussion (Constructivism)

• Bay, Bagceci and Cetin (2012) discussed the classroom as:

–A place where learning occurs through authentic tasks with• Collaboration• Teachers are guide students • Students are independent learners,

responsible for their experiences

Discussion (Constructivism)

IndependentM-learnersSocial sharingPeer-to-peer

Discussion• Technology

– Faster, more interactive, connects vast amounts of knowledge

– Mobile, can connect virtually everywhere

Discussion (Technology)

• Neo, et al. (2013) and Fessakis et al. (2013) shared:

– Computer Assisted Instruction (CAI) to provide multi-sensory learning through games and problem solving

– Multimedia Integrated Learning Environments (MILE) connected blended environments for blogs, discussions, team projects

Discussion (Technology)

Fessakis et al. (2013) noted:

• Presence of interactive analysis graphs increased student participation and intensity

• Also attributed to increasing students’ self-regulating skills

Discussion (applicability)

• Navy Chief Petty Officer 365 (MCPON, 2013)

– Year-round training initiative to train future leaders

– Classroom, lecture-based training

– No assessments or application

– Defined by Sailors as “boring”

Discussion (applicability)

It doesn’t:

Discussion (applicability)

Or combine:

Discussion (applicability)

Or build:

Discussion (applicability)

– Through the creative combination and application of the topics discussed, a new curriculum can be designed for the future Navy leaders.

– Lessons that will inspire, be relevant, have applications designed in to the content, and will not end up sounding like…

Discussion (applicability)

ReferencesConner, L. N. (2013). Students' use evaluative constructivism: Comparative degrees of intentional learning. International Journal of Qualitative Studies in Education. Retrieved from http://dx.doi.org/10.1080/09518398.2013.771228

Bay, E., Bagceci, B., & Cetin, B. (2012). The effects of social constructivist approach on the learners' problem solving and metacognitive levels. Journal of Social Sciences, 8(3), 343-349. doi:10.3844/jssp.2012.343.349

Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Educational Technology & Society, 16(1), 243-253. Retrieved from http://www.ifets.info/journals/16_1/21.pdf

Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 121-132. Retrieved from http://dx.doi.org/10.1016/j.learninstruc.2011.08.004

Lewandowsky, S., Yang, L., Newell, B. R., & Kalish, M. L. (2012). Working memory does not dissociate between different perceptual categorization tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 881-904. doi:10.1037/a0027298

MCPON Releases CPO 365 Training Guidance. (2013, January 7). Retrieved from U. S. Navy: http://www.navy.mil/submit/display.asp?story_id=71350

Template Provided By

www.animationfactory.com

500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos