cosc 4126 supporting the learner implications of cognitivism for learning software supporting the...

COSC 4126 Supporting the learner

Implications of cognitivism for learning software

supporting the learner’s activity


Supporting learner activity Stages of content mastery

1. Presenting information – from instructor or program to learner

2. Guidance – learner performs partially supported 3. Practice – fluency develops4. Assessment – measure performance rel to

standard or group?-For marks or for evaluation of instruction or for deciding what’s next (eg in mastery learning)


Learning stages and game structure

1. presentation what means, strategies or formats?



2. guidance / partial support what means, strategies or formats?



3. practice what means, strategies or formats?



4. assessment what means, strategies or formats?


Project analysis

First design questions: which stage(s) of learning ‘dominate’

your topic? which stage(s) do you want to implement

in your project?


How does cognitivism influence design of learning software?

model of learning process implications for learning activities


Cognitivism – learning principles

perception from senses

model in memory

conscious awareness

agreement

add to model

disagreement

revise model

assimilation

new model

accommodation


Organizing knowledge for learning

how to make assimilation / accommodation ‘efficient’


Assimilation and Accommodation

A basic organization*:

Epitome plus Elaborations

where to start how to proceed

*strongly influenced by the work of Charles Reigeluth and David Merrill


Epitome

is minimal complete concrete accessible

background interesting

is not abstract atypical


Elaborations retain structure of epitome elaborate on aspects of epitome content introduce background as necessary

facts, notation, jargon develop experience to support induction

(assimilation; accommodation) to concepts, principles, theories

philosophy 101


Example – solving Rubik’s cube

20 cubes to locate correctly

epitome: locate first cube(easy)

19 elaborations: locate next cube(harder and harder)


Epitome – locate first cube (1)

1. find edge cube with top and front colours

2. move that cube to bottom front



3a. if front colour matches, rotate to top



3b. if front colour does not match, rotate to side, rotate up, rotate to top


Epitome

is minimal - easiest cube to locate complete – extent, alternatives concrete accessible – minimal jargon and

notation background – some familiarity with

Rubik’s cube interesting – is relevant, poses a

problem, shows progress

is not abstract atypical


Elaborations – place other cubes

retain structure of epitome – place a cube elaborate on aspects of epitome content

longer sequences, more alternatives, temporary displacement of located cubes

introduce background as necessary terminology for cube parts, notation for

rotations, important rotation sequences develop experience to support induction to

concepts, principles, theories


So...

That was an epitome

of an instructional design,

Now,

here’s an elaboration...


Structuring knowledge for learning

An elaborated organization:

Epitome plus Elaborations

1.Create an organizing structure of the knowledge

2.Identify an epitome and an elaboration sequence


Example – organizing structure

20 cubes to locate correctly

Locate cubes

Top layer Middle layer Bottom layer

Edge cubes

Edge cubes

Edge cubes

Corner cubes

Corner cubes

1st 2,3 4th etc...


Example – epitome and elaboration sequence

Locate cubes


Edge cubes

Edge cubes

Edge cubes

Corner cubes

Corner cubes

1st 2,3 4th etc...


Organizing Structure of knowledge

historical developmentorexpert knowledge

are probably not the best

organizing structures for learning



1. Decide most important form of knowledge. (e.g., procedural for Rubik’s cube)

2. Create organizing structure of knowledge of that form

3. Add other forms where first required


Procedural organizing structure

Locate cubes


Edge cubes

Edge cubes

Edge cubes

Corner cubes

Corner cubes

1st 2,3 4th etc...

Other knowledgeLayer notation Rotation notation Cube mechanics

Cube lore Rotation sequences

Cube mathematics



Some possible organizing forms Procedural Systemic (part-of, type-of, instance-of) Theoretical (principles, laws, theories) Tabular


Project analysis

Second design task: organize the knowledge to be

presented decide the dominant knowledge type structure the knowledge of that type identify and locate supporting types of

knowledge define assumed user background


Epitome and Elaboration Sequence

1. Many sequences are possible from a knowledge structure

2. Main constraint: prerequisites3. Different sequences appropriate for

different types of instruction4. Who controls the sequence? learner??


Cognitivism – implications for teaching and learning learner control of sequence active participation increasingly complex microworlds (LOGO) multiple points of view/representations metacognition simulations tools metaphors reflection – thinking about thinking


Cognitivism Example: Thinkertools (White and Frederiksen)

premise: ‘real world’ intuitions are too strong to overcome main problem is friction

interferes with understanding of force, motion, acceleration, momentum

hypothesis: build intuition with virtual experience ‘air puck’ world


Project analysis

Third design task: when you have a knowledge

organization structure, make an appointment to meet me to discuss the project design.

cosc 4126 supporting the learner implications of cognitivism for learning software supporting the...

Documents

stages of learning

learnerlearning stages

learning activitiescosc

learning softwaresupporting

edge cube

game structurepresentationwhat

game structure2

game structure3