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Cognitivism and Connectivism
Cognitivism
Credit: Image taken from Wix collection
When talking about cognitive aspects of learning, we basically discuss the nature of knowledge, how new knowledge is constructed as well as how our brain works.
Recent research regarding mind, brain and education has focused on several themes. It can be domain-specific as how the brain and mind work in different subject areas as physics, reading and art. It can also cover different types of cognitive processing as reasoning, memory, attention and executive functions. The new research interests including embodied cognition, circadian rhythms and multilingualism have also continuously emerged across time.
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According to the neuroscientist perspective on learning, humans learn by repetition, association and developing brain networks. Emotion is a critical factor influencing the learning process. Let’s see how the neuroscientist talks about what is happening in our brain when we are learning.
Information processing theory
When our sensory memory receives information, only the information that our mind pays attention to would be executed to the short-term memory (some call working memory). The unattended information will be forgotten. Through the elaborative rehearsal process, this information will be stored in long-term memory. However, the information stored in working memory needs to be encoded to long-term memory within 15-30 seconds, otherwise, we will forget this information. When we would like to recall something, our mind retrieves information from long term memory to working memory. If we fail to retrieve information from long term memory, it means we have forgotten that information; this can be short-termed or permanently forgotten.
Implications to teaching
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Consider cognitive load in which effectiveness of learning activity will depend on the degree to which it incorporates the constraints of working memory
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uses research-based strategies to reduce cognitive load such as separating a whole content into smaller chunks of information
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Adjust learning activities and materials to facilitate learning within the working memory abilities that the learner has
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Consider demands on working memory capacity when planning and presenting information including:
>> Amount of information to be taken in
>> Necessary operations (e.g. sort, match, link to previous information)
>> Strategy use e.g rehearsal to hold information in working memory
Learning scenario
For a science class on dinosaurs, the teacher might engage student attention by applying these activities:​
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Use a large dinosaur picture, covered over with strips of paper. Invite children to peel off strips of the covering to gradually reveal the picture.
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Engage attention and activate prior knowledge by discussing different dinosaurs (sizes, shapes, environments). Invite children to share their ideas about dinosaurs. Organise the information from children e.g. classifying types of dinosaurs, ordering them by size.
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Further into the lesson, show a short video clip e.g. digging up dinosaur bones – discuss dinosaur sizes and shapes, locations. Sort dinosaurs into categories.
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Later (perhaps a subsequent lesson) have children match outlines of skeletons to dinosaur shapes and name the category for each (Revisiting ideas for repetition to consolidate learning in memory).
Credit: Image taken from Wix collection
Connectivism
Credit: Networked students by Wendy Drexler
My experience of connectivism in education
I use the ideas of connectivism to design the project that aims to collect examples and design innovative solutions for effective teaching and authentic assessment to enhance blended learning capacity within the Southeast Asian communities. It will accomplish this goal by implementing the IPSR model: Investigate and analyse, Practice, Share, and Reflect and revise, through remote engagement platforms. This model consists of two interrelated innovations—an interactive eLearning course entitled "Practices and principles for collaborative pedagogy and assessment using e-Portfolios" and a community of practice (CoP) named " SEAMEO- AUS EDULINK." While an online course proposes enhancing participants' knowledge and skills in using portfolios for authentic learning, the SEAMEO- AUS EDULINK CoP aims at building trust and form a bond among participants to create a friendly environment where they will continuously engage in exchanging ideas and practices throughout the project implementation.
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A video clip below that I created on the Pawtoon platform summarises an overview of the project.
Reference
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O'Donnell, A. M. (2019). Educational psychology (Third Australian edition). John Wiley & Sons.
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Hoy, A. W., & Margetts, K. (2016). Educational psychology (4th edition.). Pearson Australia.
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McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2012). Child development and education (2nd edition). Pearson Higher Education Australia.