Module 4 Cognitive/Collaborative Strategies for DL

Section 2: Cognitive Strategies for DL Among many learning approaches and strategies, cognitive strategies are most commonly used ones to design and develop distance learning. In this section, we will discuss several cognitive strategies used in today's distance learning programs at schools and corporate learning settings. Cognitive Strategies: an Overview Cognitive science, although a relatively new field, has revealed a number of strategies that suggest how people think and learn. Intelligence, or human reasoning, seems to be based on a few basic structures: Human reasoning is often case-based, rather than rule-based. The central process in case-based reasoning is reminding. We build generalizations, or knowledge structures, by drawing on our rich case base. A rich case base is built through experience with many cases and the testing of hypotheses about these cases. Learning is the dynamic modification of memory. That is, memory is changed by each use, each experiment with cases. Basically, humans learn through experimentation with the real world, rather than by memorizing a list of rules. This statement has implications for the design of instruction: learning opportunities should be based, as much as possible, on authentic tasks and environments, and include opportunities for reflection and application. Cognitive Instructional Strategies Several cognitive strategies and instructional models are believed useful and effective to improve instruction within distance learning environments. While I provide the brief descriptions of the representative strategies and models below, please review the main concepts and practices from the provided web links. Anchored Instruction Developed by the Cognition and Technology Group at Vanderbilt (CTGV) Focuses on the development of tools that encourage the creation and resolution of complex, realistic problems. Video materials serve as anchors or macro-contexts. Instructional activities are designed around an anchor that is case or problem-based. Learning materials allow exploration by the learner. Review the main concepts of anchored instruction from the following site and video: http://www.instructionaldesign.org/theories/anchored-instruction.html (opens in a new window) Experiential Learning Addresses the needs and wants of the learner. Learning is undertaken in order to solve a problem or engage in a meaningful task. Qualities include: personal involvement, learner initiation and control, learner self-assessment. Significant learning happens when it the task and content are relevant to the learner (and the learner decides this!). Learning takes place in a low-risk environment. Self-initiated learning has a longer shelf-life. Review the main concepts of experiential learning from the following site and video: http://www.instructionaldesign.org/theories/experiental-learning.html Lateral Thinking The generation of novel solutions to problems. Learners may require, and have to develop, a different perspective to solve problems successfully. Involves the recognition of dominant ideas that polarize thinking (for example, cultural bias). Goal is to achieve a solution by trying different perspectives. Problem elements are broken down and recombined. Randomness is valued. Review the main concepts of lateral thinking from the following sites and video: http://www.brainstorming.co.uk/tutorials/creativethinkingcontents.html https://successatschool.org/advicedetails/609/examples-of-lateral-thinking-skills Situated Learning Learning occurs as a function of the activity, context, and culture in which it occurs, or is situated. Social interaction is key to situated learning. Learning tasks should be presented in an authentic context. Learning requires social interaction and collaboration. Learning is encouraged when scaffolding opportunities are available. (That is, as learners engage with experts, they build on their knowledge and understanding until they become experts themselves in the community of practice.) Review the main concepts of situated learning from the following sites and video: http://www.instructionaldesign.org/theories/situated-learning.html http://cogprints.org/323/1/139.htm Mental Models People develop mental models in order to understand certain phenomena. Models contain "hierarchies" and are clustered into categories. They are dynamic, subject to change, sometimes contain errors, and are more simplistic than the actual phenomenon. Review the main concepts of mental models from the following sites and video: http://mentalmodels.princeton.edu/about/what-are-mental-models/ http://www.slideshare.net/Gregwad/mental-maps Cognitive Strategies: Implications for Distance Learning Design For the five cognitive learning strategies and methods explained above we can find some good examples of how to use them in what learning domains base on the key elements of each method. Strategies Key Elements Learning Domain Anchored Instruction - The creation and resolution of complex, realistic problems - Based on familiar anchor or trigger - Concept learning - Engineering - Mathematics - Problem-solving Experiential Learning - Meaningful tasks - Low-risk environment - Based on problem-solving - Degree of personal interaction - Engineering - Management - Sales - Sensory-motor skills Situated Learning - Social interaction - Realistic contexts - Learning as function of context - Collaboration - Language learning - Management - Sales - Sensory-motor skills - Medicine Lateral Thinking - Problem-solving - Multiple perspectives - Random generation of ideas - Leading to novel solutions - Management - Mathematics - Problem-solving - Reasoning - Troubleshooting - Medicine Mental Models - Hierarchies - Dynamic, contain errors - Simplified from real phenomenon - Language learning - Procedural learning - Mathematics Learning Activity 1 You were asked to teach a ballroom dance to a group of student by using online instruction. You can use classroom instruction, but online instruction should take 2/3 of the total instructional hours. What cognitive instructional strategies (or methods) from the above list would you like to apply? And why? Support your rationale using 2~3 examples and/or ideas found from the above web sites (or from your own search) of cognitive instructional strategies. Submit your answer in the discussion forum (Forum-Module 4, Topic-Cognitive Strategies) under the Discussions area of the class homepage. Also review three other students threads and reply them whether you support each student's analysis or not. (2 points)   Previous Next