Cognitivism in Practice

            This week in our Walden class, we were asked to reflect on the strategies of “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” as explained in (Pitler, Hubbell, Kuhn, & Malenoski, 2007). How do these strategies relate to cognitive learning theories? In addition, we were asked to consider how Concept Mapping and Virtual Field trips correlated with both strategy and theory.

            Pitler et al state that the use of cues, questions and advance organisers focusses on “enhancing student’s ability to retrieve, use and organise information about a topic” (Pitler et al, 2007, p. 73). This mirrors Orey’s description (Laureate Education, Inc., 2011) of cognitive learning theories as “information processing”, and elaboration as activity that “builds numerous connections to information”. Concept mapping utilises a main question as the starting point for the map, setting the scene for the hierarchical cascade of concepts, with the most inclusive or general at the top. This structure can be seen as an advance organiser, particularly if a skeleton map is used as a starting point. In addition, the “parking lot” described by Novak and Canas (2008), can be viewed as a set of cues.

            A Virtual Field trip can also act as an advance organizer, particularly because it limits the range of information the students will experience, based on the links you place in the field trip.  The Virtual Field trip can also be highly motivating, one of Novak’s (Novak & Canas, 2008) requirements for meaningful learning to take place. Such a field trip can also facilitate iconic (image) and archic (sound) learning due to its inclusion of specific images and sounds relating to the topic.

            Summarizing and note-taking are viewed by Pitler (Pitler et al, 2007, p. 119) as valuable because they enhance the ability of the students to “synthesize information and distill it into a concise new form”. In order to be effective at this skill, students must really think deeply about a concept.

            Building a concept into a map works with long-term memory rather than short term memory, reinforcing the networks that the brain creates to store information.  It utilizes the limited number of “pieces” (Orey in Laureate Education, Inc., 2011) short term memory can manipulate successfully, tying them together into what we might view as chunks.

            The skills  of summarizing and note-taking can harness the energy created by a Virtual Field Trip due to its connection with episodic learning and carefully selected informational images, as recommended by Orey.  Students use the life-like nature of the virtual experience to construct their understanding, and then apply this understanding and engagement with the topic to their summaries.

            Taken together, this information indicates that use of concept maps and virtual field trips can enhance the understanding and the ability of my students to recall the information taught and experienced.  After all, “concepts and propositions are the building blocks for knowledge in any

domain.” (Novak et al, 2008, p. 11)

            I found it interesting that Edutopia, a newsletter I subscribe to, had listed as one of its most popular blog posts this week one written by Rebecca Alber in 2011. This article speaks of the importance of scaffolding, and tied very neatly into this week’s readings.  Here is the link:

http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

 

References.

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollge.com/ec/default.learn?coureid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1 .

Novak, J.D., & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmaptTools 2006-01 Rev 01-2008. Retrieved from the Institute

for Human and Machine Cognition Web Site: http://cmap.ihmc.us/publications/researchpapers/theoryunderlyingconceptmaps.pdf .

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/