Week Three

COGNITIVISM
Bloom’s taxonomy is the foundation for Cognitivism – Revised for the Cognitive domain
Cognitivism asks, what’s going on in the mind as learning occurs & How do learners take an active role in learning.
MAJOR THEORIES

FOUR STAGES OF COGNITIVE DEVELOPMENT

This is a founding theory of Cognitivism because it describes internal aspects of the learning process. However, it focuses on children’s development, not that of all learners per se.

SENSES – sensorimotor stage (ages 0-2) 
SYMBOLS – preoperational stage (ages 2-7)
LOGIC – concrete operations stage (ages 7-11)
ABSTRACT – formal operations stage (ages 11+)

ENDURING CONCEPT
Object permanence

Jean Piaget

1896 – 1980

SOCIAL DEVELOPMENT THEORY

This theory posits that learning is a collaboration, it is co-constructed through meaningful interactions with other people. What a learner is capable of on their own is only enhanced by proximity to those who offer guidance, called the “more knowledgeable other” and interacting with one’s student/peers in the social environment.


ENDURING CONCEPT
Zone of Proximal Development

 

Lev Vygotsky

1896 – 1934

THE SPIRAL CURRICULUM

This theory builds on social development theory by further describing the process by which students learn new concepts with adult direction.
In essence, instruction should be constructed with “scaffolding”, so learners can be offered increasingly complex guidance at every wrung. As with the building trades, scaffolding can be removed when students become “active problem solvers” in their own right

ENDURING CONCEPT
Scaffolding

 

Jerome Bruner

1896 – 1934

SOCIAL LEARNING THEORY

This theory posits that learning is a cognitive process taking place in a social setting, by extension, observation often leads to imitation.

Supported by social experiments in which children are exposed to adult behaviors and many later mimic those modeled behaviors especially if rewarded demonstrating identification with the model and a desire for approval.

ENDURING CONCEPT
Modeling Behavior

 

Albert Bandura

1925 – 2021

Implications for Instructional Design:
Cognitive theory has a myriad of implications for Instructional Design.
For example, in the distance or computer-mediated learning space, many of the social aspects of collaborative learning have been painstakingly re-created for the online environment, through LMS tools such as discussion forums and remote group projects. The need for online students to be proactive in the absence of a physical location can be a barrier, but many online instructors schedule set meeting times or office hours with mandatory attendance, as one would in a traditional classroom, to try to mirror the experience, the same is true for assessment deadlines with peer review, giving the student a sense of comradery with their cohort of learners and gaining the opportunity to learn from the material and each other. Overcoming isolation and increasing “social presence” is a major goal for online experience designers and architects to their great success.

COGNITIVE LOAD THEORY

Baker, A. (2016, June 22). Informational Processing Theory for the Classroom. OER Commons. Retrieved September 01, 2023, from https://oercommons.org/authoring/14326-informational-processing-theory-for-the-classroom.

“Cognitive load theory (see Sweller, 1988, 1989) is concerned with the manner in which cognitive resources are focused and used during learning and problem-solving.” (Chandler & Sweller, 1991, p. 294). It is argued that cognitive load can be reduced for learners via instructional design” See the assignment prompts below, the first one is confusing, necessitating more mental effort than the second.

Example of Assignment Prompt

When you have completed the reading and lecture on digital literacies and the visitor/resident dynamic, create an infographic or a mind map demonstrating your personal learning network (PLN) connections. See a previous student’s PLN example below.

BETTER Example of Assignment Prompt

When you have completed the reading and lecture on digital literacies and the visitor/resident dynamic, watch Professor White create his own personal learning network (PLN). Then create an infographic or a mind map demonstrating your personal learning network (PLN) connections. See a previous student’s PLN example above, and upload yours to the assignment dropbox in any format.

By demonstrating his own process, the instructor has embraced scaffolding or “chunking” materials so as not to overwhelm the learner

WORKS CITED

BLOOMS TAXONOMY
Mcdaniel, Rhett. “Bloom’s Taxonomy.” Vanderbilt University, Vanderbilt University, 10 June 2010, cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

JEAN PIAGET
[url=https://commons.wikimedia.org/wiki/File:Piaget_jean.jpg][img]https://upload.wikimedia.org/wikipedia/commons/thumb/3/39/Piaget_jean.jpg/256px-Piaget_jean.jpg[/img][/url]
[url=https://commons.wikimedia.org/wiki/File:Piaget_jean.jpg]Piaget jean[/url]
Praagnya1830396, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons
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LEV VYGOTSKY
[url=https://commons.wikimedia.org/wiki/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg][img]https://upload.wikimedia.org/wikipedia/commons/thumb/6/67/Lev-Semyonovich-Vygotsky-1896-1934.jpg/256px-Lev-Semyonovich-Vygotsky-1896-1934.jpg[/img][/url]
[url=https://commons.wikimedia.org/wiki/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg]Lev-Semyonovich-Vygotsky-1896-1934[/url]
See page for author, Public domain, via Wikimedia Commons

JEROME BRUNER
[url=https://commons.wikimedia.org/wiki/File:Jerome_Bruner_1936.png][img]https://upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Jerome_Bruner_1936.png/256px-Jerome_Bruner_1936.png[/img][/url]
[url=https://commons.wikimedia.org/wiki/File:Jerome_Bruner_1936.png]Jerome Bruner 1936[/url]
The Chanticleer 1936, Public domain, via Wikimedia Commons

ALBERT BANDURA
[url=https://commons.wikimedia.org/wiki/File:Albert_Bandura_Psychologist.jpg][img]https://upload.wikimedia.org/wikipedia/commons/thumb/c/cc/Albert_Bandura_Psychologist.jpg/256px-Albert_Bandura_Psychologist.jpg[/img][/url]
[url=https://commons.wikimedia.org/wiki/File:Albert_Bandura_Psychologist.jpg]Albert Bandura Psychologist[/url]
bandura@stanford.edu, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons

COGNITIVE LOAD THEORY ‌
Baker, A. (2016, June 22). Informational Processing Theory for the Classroom. OER Commons. from https://oercommons.org/authoring/14326-informational-processing-theory-for-the-classroom.

PERSONAL LEARNING NETWORK MAP – GRAPHIC
[url=https://commons.wikimedia.org/wiki/File:A_Visitors_%26_Residents_map_of_online_engagement.jpg][img]https://upload.wikimedia.org/wikipedia/commons/thumb/5/54/A_Visitors_%26_Residents_map_of_online_engagement.jpg/512px-A_Visitors_%26_Residents_map_of_online_engagement.jpg[/img][/url]
[url=https://commons.wikimedia.org/wiki/File:A_Visitors_%26_Residents_map_of_online_engagement.jpg]A Visitors & Residents map of online engagement[/url]

Health and Social Care student, CC BY 4.0 <https://creativecommons.org/licenses/by/4.0>, via Wikimedia CommonsHealth and Social Care student, CC BY 4.0 https://creativecommons.org/licenses/by/4.0, via Wikimedia Commons

JUST THE MAPPING – VIDEO
White, Dave. “Just the Mapping.” YouTube, 13 Sept. 2013, www.youtube.com/watch?v=MSK1Iw1XtwQ. License
Creative Commons Attribution license (reuse allowed)