Instructional Design Examples
Cognitive Learning Scenario
Cognitive Learning Scenario Observation Checklist
Cognitivism Reflection
As I start to reflect on Cognitive theory I think it’s important to first open with and remind myself of the exact definition of Cognitive theory: the study in psychology that focuses on mental processes (that’s significant) including how people perceive, think, remember, learn, solve problems, and direct their attention to one stimulus rather than another. The study over the last four chapters of Human Learning by Jeanne Ellis Ormrod focused on Cognitivism and provided a life time’s worth of knowledge, insight, experience, and dedication. Many theories, practices and interpretations of historical research, new generational findings and development, coupled with learning and instructional theories all are extremely valuable to the designer.
Cognitive learning is defined as a relatively permanent change in mental representations or associations due to experience and the mechanisms of this type of learning is receiving information, building connections in schema (basic structure of human knowledge) through the information process of assimilation and accommodation. Understanding “how” we learn through cognitive theory will help the designer develop courseware to meet the desired objectives and outcomes of the instruction. Laws of similarity, closure, and pragnanz, “how” we perceive, fill in, and organize or assimilation and accommodation, mental and dual storage models, hierarchical and conceptual knowledge are just a few key learning terms that carry significant impact with cognitive learning. When combining knowledge of “how” we learn with understanding of instruction, marring those two together leads to good characteristics of instruction to support learning.
Cognitive instruction design leans on features such as organized environment and information, meaningful learning, and prior knowledge activation. It incorporates concept maps, signals to help learners recall knowledge, and prompts rehearsals, repetition and review. It works within advance organizers (giving an overview, connecting new information with prerequisites, sequencing steps, orienting learning to task, and showing product), meaningful reception (new information is acquired and linked into the learners schema through subsumption, relating new ideas to already existing knowledge structures, supports meaning with multiple examples, stories, and graphics), and 9-events of instruction (uses nine cognitive processes to prescribe instructional events leading to effective learning, deferent instructional strategies are required for deferent levels of learning).
In all, the cognitive learning theory combined with cognitive instruction design can reach a multitude of learns making instruction and education entertaining. Cognitivism has been an enjoyable topic to study. The creation of two infographs, assigned readings, working a new learning scenario observation checklist and peer feedback provided great insight. Reflecting on “how” we learn led me to explore outside classroom instruction and use technology in efforts to advance my understanding. Finding example videos of cognitivism in applications was significant in assisting gained understanding and knowledge. How we think, and learn, acquire knowledge, process and store information assimilate and associate is a deep subject that creates and inspires investigation.
References used throughout page:
Image retrieved from: stories.linways.in
Example videos: https://study.com/academy/lesson/advanced-organizers-in-the-classroom-teaching-strategies-advantages.html / https://study.com/academy/lesson/cognitive-processes-in-learning-types-definition-examples.html / http://etec.ctlt.ubc.ca/510wiki/Robert_Gagne’s_Nine_Learning_Events:_Instructional_Design_for_Dummies
Ormrod, J.E. (2018). Human Learning, Eighth Edition. New York, NY: Pearson / Smith, P.L., & Ragan, T.J. (2005). Instructional Design, Third Edition. Danvers, MA: John Wiley & Sons Inc. / Koszalka, T.F., &Reiser, R., & Russ-Eft, D.F. (2013). Instructional Designer Competencies, The Standards, Fourth Edition. Charlotte, NC: IAP – Information Age Publishing. https://study.com/academy/lesson/what-is-cognitive-psychology-definition-theories-quiz.html
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