© 2013 d. m. dhamdhere facets of academics prof. d. m. dhamdhere cse department, iit bombay...

© 2013 D. M. Dhamdhere

Facets of Academics

Prof. D. M. Dhamdhere

CSE Department, IIT [email protected]

All original content © 2013 D. M. Dhamdhere


Facets of Academics

1. The educational process

2. Defining knowledge

3. How should we learn?

4. Cognitive load theory

5. Cognitive theory of multimedia learning

6. Metacognition

7. Critical thinking

8. Tools for knowledge representation and thinking

9. Active Learning

10.Learning Styles

0


TheEducational

Process

Value the educational process

… not just the degree

?

1-1


The Educational Process

• What is education? What are its goals?– Socrates

• Education is the kindling of a flame, not the filling of a vessel– Martin Luther King Jr.

• Intelligence plus character---that is the goal of true education– C. S. Lewis

• Education without values, as useful as it is, seems rather to make man a more clever devil

– Carl Rogers• The only person who is educated is the one who has learned

how to learn and change

1-2


The Educational Process

• Goals of the educational process (source: Dictionary.com)

– Impart knowledge– Develop the powers of reasoning & judgment– Prepare intellectually for a mature life

1-3


Defining knowledge

• The word “knowledge” of common parlance has several connotations

• See what famous persons have said about knowledge:– Albert Einstein

• Information is not knowledge• Any fool can know. The point is to understand

– T. S. Eliot• Where is all the knowledge we lost with information?

– Alfred Tennyson• Knowledge comes, but wisdom lingers

2-1


Bloom’s Revised Taxonomy ofLearning Domains

2-2


Bloom’s Revised Taxonomy of Learning Domains

• Keywords (verbs) of categories of the Cognitive Domain

Category Verbs describing activities in category

Creating Combine, design, generate Evaluating Appraise, assess, justify

Analyzing Compare, contrast, separate …

Applying Compute, construct, predict …

Understanding Comprehend, explain, summarize …

Remembering Define, describe, identify

• Different verbs can be used to describe Internet activities, e.g., bookmarking, annotating.

Complexity

2-3


How Should We Learn?

• Vygotsky– Language and social interaction are fundamental means of

education– Learning occurs just above a learner’s current competence level

• Ausubel– Learners associate new knowledge with existing concepts in

their mental structures

• Wittrock– Make students responsible for building relations between new

subject-matter and own knowledge

• Merrill– Provide cognitive structure for prior and new knowledge

3-1


How Do We Learn?

• There are several theories of learning• We describe Gagne’s learning theory

– Gagne defined a “learning outcome” as change in behaviour of a learner due to a learning experience

• Learning behaviour is determined by state of learning of a learner

• Instructor provides stimulii that result in changes in the state of learning

• A learner shows “improved bahaviour” after learning

3-2


Gagne’s Theory of Learning

Internalconditions External

Condition(stimulus)

Response is a change in internal conditions

Stimulus-response associations (realize learning)

New Behaviourof learner

OldBehaviourof learner

Learningoutcome

Learner’s mind

Learner before learning

Learner after learning

Events of instruction

Create Cause

Representprior learning

3-3


Gagne’s Theory of Learning

• Three of the five categories of learning outcomes

Verbal information(“Knowing that”: Declarative knowledge)

-Recall of organized bodies of knowledge-Learning outcome: Ability to meaningfully reconstruct and state in sentences

Intellectual skills(“Knowing how to”: Procedural knowledge)

-Nos, language, concepts about environment-Learning outcome: Applying simple rules to a class of situations

Cognitive strategies(Techniques of thinking, analyzing, solving)

-Executive control processes: when and how to use intellectual skills & decl. knowledge-Learning outcome: Problem solving, learning, thinking

Complexity Verbs: Arrange, identify, recognize, recall

Classify, identify, select, apply, schedule

Argue, assess, compare, predict

3-4


Cognitive Load Theory (CLT)

• Cognitive load theory characterizes the mental effort involved in learning activities

4-1


Cognitive Load Theory

• Cognitive load theory integrates our knowledge of cognitive structures and instructional design principles

• Human cognitive architecture has a long-term memory, a working memory, and short-term sensory memories– Most human cognitive activity is determined by information held

in long-term memory• This information has been learnt in order to cognitively adapt

to the environment; it is in the form of schemas• Learning is defined as alteration in the long-term memory

– Cognitive information is actually processed in working memory• It results in formation of schemas

4-2



Figure from Novak, 2006

Stores knowledgein the form of schemas

Schema categorizes multiple information elements as a single element(e.g., objects & relationships)

Can store only 7±2 elements for only a few seconds

Schemas must be formed and transferred toLong-term memory

Used duringCognitive activity Use may be

automatic

Non-schema datais searched randomly

In absence ofknowledge, processing is by trial-and-error

4-3



• Understanding occurs when all relevant info items can be processed simultaneously in working memory (WM)– If number of information items required exceeds the size of

working memory• Schemas must be formed; it reduces the number of items • Forming schemas by trial-and-error consumes time; it delays

understanding• Imperfect understanding occurs if schemas cannot be

formed in time

4-4


Cognitive Theory ofMultimedia Learning

• Cognitive load has three components– Intrinsic cognitive load is the cognitive load due to natural

complexity of information processing in a subject– Germane cognitive load is caused by schema formation while

learning– Extraneous cognitive load is caused by the manner in which

information is presented to a learner. For example,• Problem solving causes large extraneous load because it

causes heavy load on working memory that interferes with schema forming

• Means-ends analysis causes large extraneous load

5-1


Cognitive Theory of Multimedia Learning

Spoken words

Pictures

Written words

Integration of verbal and pictorial models with each other & with prior knowledge

Also calledpropositional model

5-2


Design of Multimedia Instruction

• Combining text and pictures– Their manner of presentation should facilitate integration – It can happen if text and pictures are

• Semantically related (coherence condition)• Presented closely together (contiguity condition)

– Temporal contiguity : At the same time– Spatial contiguity : Visually close to one another

Lack of spatial contiguity causes split-attention condition, which increases the cognitive effort

Printed words appearing close to a picture reduce thesplit-attention effect

5-3


Design of Multimedia Instruction

• Cognitive Load Reduction in MMI (Mayer, Moreno, 2003)

– Three kinds of cognitive demands• Essential processing

– Making sense of the presented material• Incidental processing

– Not essential, but required by the design of learning task, e.g., processing background music, animation, etc.

• Representational processing– Processes aimed at holding a mental representation in

working memory over a period of time, e.g., in case of split-attention

5-4


Metacognition*

• Metacognition is “thinking about thinking”, i.e., thinking about one’s own thinking processes such as– Study skills– Memory capabilities– Ability to monitor learning

Source: Wikipedia

6-1


Metacognition

• Metacognition has 2 components:1. Metacognitive knowledge: Knowledge about cognitive

processes, which can be used to control cognitive processes. Flavell (1979) divided it into 3 kinds of knowledge

Knowledge about Person variables

- Knowledge of how humans learn and process info- Knowledge about one’s own learning process

Knowledge aboutTask variables

- Knowledge about nature of task and its processing demands

Metacognitive strategies- Sequential processes used by a person to control cognitive activities- Knowledge about when and where to use them

2. Metacognitive regulation: Use M. knowledge to reach cognitive goal

Declarativeknowledge

Proceduralknowledge

Conditionalknowledge

6-2


Metacognition

• Metacognitive regulation: Contains 3 skills– Planning: Appropriate selection of strategies and correct

allocation of resources– Monitoring: Be aware of one’s comprehensive and task

performance– Evaluating: Appraise the final product of a task and efficiency of

its performance. Re-evaluate strategies if needed

6-3


Powers ofReasoning and Judgment

• Rene Descartes– I think; therefore I am

• Confucius– He who learns but does not think, is lost!

• Thomas A Edison– Five percent of the people think; ten percent of the people think

they think; and the other eighty-five percent would rather die than think

• Stephen King– The thought process can never be complete without articulation

7-1


How Should We Think?

• We should use purposeful and reflective judgment in deciding what to believe and what to do in response to– Observations– Experience– Verbal or written expressions– Arguments

• It is called critical thinking

7-2


Critical Thinking

• Example: How to obtain answer to a question by using web resources?– Analyze the information available from multiple sources– Validate the information from each source, rejecting

unreliable/illogical information– Correlate information from various sources to make a cohesive

whole• Take care of differences in terminology used in various

sources– Express the answer effectively

7-3


Critical Thinking

• A critical thinker*– Raises vital questions and problems, formulating them clearly

and precisely– Gathers and assesses relevant information– Comes to well-reasoned conclusions and solutions– Thinks open-mindedly about alternatives – Communicates effectively with others in figuring out solutions to

complex problems; without being unduly influenced by others

• A critical thinker examines and improves own thinking– It is a portable skill; it helps in all aspects of life

*Source: Wikipedia

7-4


Tools forRepresenting Knowledge and Thinking

• Many issues can be tackled effectively if knowledge can be represented– Planning a course or curriculum – Checking whether a learner has prerequisites or prior learning– Detecting misconceptions in a learner’s mind – Evaluating whether learning has occurred in a course

• Represent knowledge before and after a course and compare

• Two widely used tools are– Concept Maps– Vee Diagrams

8-1


Concept Map

Figure from Novak, 2006

Concept map for “Why seasons occur”

A free online concept mapping tool:A free online concept mapping tool:IHMC CmapTools http://cmap.ihmc.usIHMC CmapTools http://cmap.ihmc.us

8-2


Vee Diagram

• The Vee diagram is based on the view that “knowledge is constructed” and not “discovered”– Construction of new knowledge begins with our observations of

events or objects through the concepts we already possess– We make records of our observations and use them while

constructing knowledge

• Thus, concepts, events or objects, and observations are key elements of knowledge construction

• A focus question determines the scope of the inquiry

8-3


Vee Diagram

Giveninfo

Methodsguided bystatedprinciples

Priorknowledge

12

Path 1 enables thinking based on events/objects in focusPath 2 enables construction of an answer

8-4


Active Learning

• Quotes related to active learning– Benjamin Franklin

• Tell me and I forget, teach me and I may remember, involve me and I learn

– Phil Collins• In learning you will teach, and in teaching you will learn

– Will Rogers• A man only learns in two ways, one by reading, and the other

by association with smarter people

9-1


Active Learning

• In active learning, learners are responsible for their own learning. – Typically, they are expected to achieve learning by actively

participating it learning activities– It requires learners to have a background in the topic

• Some active learning techniques– Think-pair-share: Learners first work in pairs, and then share

their results with the class– Learning by teaching: Learners take turns teaching to one

another– Collaborative learning groups

9-2


Active Learning

9-3

Source: Internet


Learning Styles

• The learning style of a learner indicates how the learner prefers to receive and process information

• There are several dimensions to the learning style*– Perception: What type of information is preferred by a learner?– Input: Which external channel (visual / audio) is preferred for

receiving information?– Organization: What kind of organization of material (facts /

principles) is preferred?– Processing: How does the learner prefer to process information?– Understanding: How does the learner progress toward

understanding?

* Felder and Silverman, Engg Edu 1988

10-1


Learning Styles

What is your style?

10-2


Learning Styles

• Perception: Sensing and Intuitive learners– Sensing learners like observing, gathering data through senses

• Sensing learners like facts, data, and experimentation– Intuitive learners like speculation, imagination, hunches

• Intuitive learners prefer principles and theories• They like symbols and can translate them into their meanings

• Input: Visual and auditory learners– Visual learners remember best what they see

• Pictures, diagrams, films, demonstrations– Auditory learners remember sounds, words– Most persons are visual learners

10-3


Learning Styles

• Organization: Inductive learners proceed from data to generalities; deductive learners go in opposite direction– Inductive style is the natural human learning style– Deductive style is natural teaching style for technical subjects

• Processing: Active and reflective learners– Active learners work well in group– Reflective learners work better by themselves or in pairs

• Understanding: Sequential and global learners– Sequential learners can learn material as it is presented– Global learners understand in fits and starts– Sequential learners: good in analysis, global learners: synthesis

10-4

© 2013 d. m. dhamdhere facets of academics prof. d. m. dhamdhere cse department, iit bombay...

Documents