Cognitivist Instructional Learning Strategies. MLS7123 Assoc. Prof. Dr. Neo Mai

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1 + Cognitivist Instructional Learning MLS7123 Assoc. Prof. Dr. Neo Mai

2 Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. Instructional design strategies: Bloom s Taxonomy Merrill s Components of Display Theory ADDIE (Florida State University; refined by Dick & Carey) Mayer s Cognitive Theory of Multimedia Learning Gagne s 9 Events of Instruction

Benjamin Bloom (1913 1999): Taxonomy that is a classification of the different objectives that educators set for students (ie, their

3 Benjamin Bloom ( ): Taxonomy that is a classification of the different objectives that educators set for students (ie, their learning objectives) Goal to focus on all three domains, create a more holistic form of education 3 Domains: Cognitive Affective Psychomotor

4 Bloom s Taxonomy:

5 Bloom s Taxonomy 6 Cognitive levels and its application to e-learning: 1. KNOWLEDGE (or recall): This level is the lowest level of thinking requiring the least cognitive effort. It is defined as the remembering data learned in the past. E- learning activities that focus on this level includes those that help students to remember facts and concepts taught earlier or test their ability to recall the facts and concepts taught earlier. Knowledge of specifics - terminology, specific facts Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures

6 Bloom s Taxonomy 6 Cognitive Domains and its application to e-learning: 2. COMPREHENSION: This level focuses on students ability to comprehend new information presented to them and translate the information from one form into another. E-learning activities that focus on this level includes those that guide students to comprehend the information presented or assess their ability to transform the information in order to demonstrate their understanding. Translation Interpretation Extrapolation

7 Bloom s Taxonomy 6 Cognitive Domains and its application to e-learning: 3. APPLICATION: This level requires students to use the new knowledge that was learnt in new or different situations, such as in a simulated or real workplace setting. E- Learning activities that focus on this level includes those that guide students to arrive at a certain concept, rule, principle or method and use the concept, rule, principle or method in a workplace or simulated workplace environment.

8 Bloom s Taxonomy 6 Cognitive Domains and its application to e-learning: 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process. Analysis of elements Analysis of relationships Analysis of organizational principles

9 Bloom s Taxonomy 6 Cognitive Domains and its application to e-learning: 5. SYNTHESIS: This level is often seen as the opposite of Analysis. It involves the capability to assemble individual components to create a new product. E- learning activities includes those that require students to construct a new product from the components given or apply different aspects of their prior learning to put together a product. Production of a unique communication Production of a plan, or proposed set of operations Derivation of a set of abstract relations 6. EVALUATION: This level of thinking requires students to evaluate or review the value or relative worth of ideas or objects based on predetermined criteria. This type of thinking is the highest level, often requiring the other five levels of thinking. E- Learning activities at this level includes those that require students to critic or review materials or ideas.

10 Bloom s Taxonomy 6 Cognitive Domains and its application to e-learning: 6. EVALUATION: This level of thinking requires students to evaluate or review the value or relative worth of ideas or objects based on predetermined criteria. This type of thinking is the highest level, often requiring the other five levels of thinking. E- Learning activities at this level includes those that require students to critic or review materials or ideas. Judgments in terms of internal evidence Judgments in terms of external criteria

11 Bloom s Taxonomy: Cognitive

12 Bloom s Taxonomy 5 Affective Levels: 1. Receiving: Student passively pays attention. 2. Responding: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. 3. Valuing: Student attaches a value to an object, phenomenon, or piece of information. 4. Organisation: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. 5. Characterisation: Student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic.

13 + Bloom s Taxonomy 6 Psychomotor Levels: 1. Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. 2. Set: Readiness to act. It includes mental, physical, and emotional sets. 3. Guided Response: Early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. 4. Mechanism: Learned responses have become habitual and the movements can be performed with some confidence and proficiency. 5. Complex Overt Response (Expert): Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 6. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. 7. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

+ Cognitivist Instructional Learning David Merrill: n Component Display Theory (CDT) n Specifies how to design instruction for any cognitive domain.

14 + Cognitivist Instructional Learning David Merrill: n Component Display Theory (CDT) n Specifies how to design instruction for any cognitive domain. n Classifies learning along two dimensions: 1. Content (facts, concepts, procedures, and principles) 2. Performance (remembering, using, generalities).

15 A complete lesson would consist of objective followed by some combination of rules, examples, recall, practice, feedback, helps and mnemonics appropriate to the subject matter and learning task. According to CDT, a course lesson should have the following minimum components: Objective Present the problem (Remember-Use) Generality - Definition (attributes, relationships) Instance - Examples (attributes present, representations) Generality Practice - State definition Instance Practice - Classify (attributes present) Feedback - Correct generalities/instances Elaborations - Helps, Prerequisities, Context

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ADDIE: A systematic instructional design model Developed by Florida State University; refined by Dick & Carey (1990) Analyse: Identify learning problem, goals and objectives,

17 ADDIE: A systematic instructional design model Developed by Florida State University; refined by Dick & Carey (1990) Analyse: Identify learning problem, goals and objectives, etc. Design: Specifying the learning objectives Develop: Actual production of content Implement: Materials distributed to students Evaluate: Formative and Summative assessments

20 Richard E. Mayer (1947 present): Cognitive Theory of Multimedia Learning 7 Multimedia Learning Principles 3 main assumptions: 1. Information is processed through 2 separate channels (auditory and visual) 2. There is limited channel capacity 3. Learning is an active process of filtering, selecting, organising and integrating information

21 1. Multimedia Principle: Combination of text and pictures on the screen is having better multimedia effect. 2. Spatial Contiguity Principle: Placement of text and corresponding picture shall be near each other on the screen. 3. Temporal Contiguity Principle: Placement of text and corresponding picture shall be presented together on the screen. 4. Coherence Principle: There shall be appropriate amount of text, sound and pictures on the screen. 5. Modality Principle: It is better to have combination of animation and narration instead of the combination of animation and text to avoid having more than one visual input for learners. 6. Redundancy Principle: The combination of animation and narration is better than the combination of animation, narration and text. 7. Individual Differences Principle: The multimedia effect is greater for those students who use multimedia application for the first time and also new to the subject. The effect of multimedia will be greater for students who can learn better using graphics.

Robert Gagne (1916-2002): Conditions of Learning 9 Events of Instruction 5 major categories

22 Robert Gagne ( ): Conditions of Learning 9 Events of Instruction 5 major categories of learning: Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes

23 9 Events of Instruction: 1. Gaining attention (reception) 2. Informing learners of the objective (expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus (selective perception) 5. Providing learning guidance (semantic encoding) 6. Eliciting performance (responding) 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) 9. Enhancing retention and transfer (generalization). Principles: 1. Different instruction is required for different learning outcomes. 2. Events of learning operate on the learner in ways that constitute the conditions of learning. 3. The specific operations that constitute instructional events are different for each different type of learning outcome. 4. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions