Md6 assgn1owens


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Md6 assgn1owens

  1. 1. Cognition,Culture, andLearningAnalysisRebecca OwensEDUC 8401Walden University
  2. 2. Topic Selections:Cognitive Science
  3. 3. Topic Selections:Educational Neuroscience
  4. 4. Topic Selections:Constructivism
  5. 5. Topic Selections:Technology
  6. 6. Discussion• Cognitive science– Focusing on memory, self-regulated learning, andinterface between emotion and cognition– Blended states of emotion can affect learning, cognition,and motivation– Baker, D’Mello, Rodrigo and Graesser (2009) identifiedfive that could result in poorer learning
  7. 7. Discussion (Cognitive Science)
  8. 8. Discussion (Cognitive Science)
  9. 9. Discussion (Cognitive Science)
  10. 10. Discussion (Cognitive Science)
  11. 11. Discussion (Cognitive Science)
  12. 12. Discussion (Cognitive Science)• Kostons, et al. (2012) noted:– Modeling techniques increase self-regulation and task-selection– Students feel as if they have morecontrol– Increasing self-regulation, task-selection and a student’s control overlearning can prevent….
  13. 13. Discussion (Cognitive Science)
  14. 14. Discussion (Cognitive Science)• Lewandowsky, Yang, Newell and Kalish (2012)noted:• Working memory is imperative forhigher level cognitive functions• Not equally distributed across all tasks• Direct-access region is a temporarycohesive agent that binds itemrepresentations for later use (chunking)
  15. 15. Discussion (Cognitive Science)Looks a bit like:
  16. 16. Discussion (Cognitive Science)Or this…
  17. 17. Discussion (Cognitive Science)But not this…
  18. 18. Discussion• Educational Neuroscience• Bringing neuroscientific discoveriesto the classroom• Help students learn• Help teachers teach• Help develop curriculum to supportboth
  19. 19. Discussion (EducationalNeuroscience)
  20. 20. Discussion (EducationalNeuroscience)• We have an intrinsic ability to build upon what wealready know– It’s more difficult to learn new,unrelated tasks because there hasn’tbeen an association– Our brains work harder with newmaterial
  21. 21. Discussion (EducationalNeuroscience)• What does this mean?• Repetition is beneficial for newmaterial• Somehow relate the material to pastknowledge, skills or experiences
  22. 22. Discussion (Constructivism)
  23. 23. Discussion (Constructivism)• Conner (2013) defines constructivism as:– The process of understandinginformation by connecting it to pre-existing knowledge• Includes social cultural constructivism
  24. 24. Discussion (Constructivism)• Bay, Bagceci and Cetin (2012) discussed theclassroom as:– A place where learning occursthrough authentic tasks with• Collaboration• Teachers are guide students• Students are independent learners,responsible for their experiences
  25. 25. Discussion (Constructivism)IndependentM-learnersSocial sharingPeer-to-peer
  26. 26. Discussion• Technology– Faster, more interactive, connectsvast amounts of knowledge– Mobile, can connect virtuallyeverywhere
  27. 27. Discussion (Technology)• Neo, et al. (2013) and Fessakis et al. (2013)shared:– Computer Assisted Instruction (CAI) toprovide multi-sensory learning throughgames and problem solving– Multimedia Integrated LearningEnvironments (MILE) connected blendedenvironments for blogs, discussions, teamprojects
  28. 28. Discussion (Technology)Fessakis et al. (2013) noted:• Presence of interactive analysis graphsincreased student participation andintensity• Also attributed to increasing students’self-regulating skills
  29. 29. Discussion (applicability)•Navy Chief Petty Officer 365(MCPON, 2013)– Year-round training initiative to train futureleaders– Classroom, lecture-based training– No assessments or application– Defined by Sailors as “boring”
  30. 30. Discussion (applicability)It doesn’t:
  31. 31. Discussion (applicability)Or combine:
  32. 32. Discussion (applicability)Or build:
  33. 33. Discussion (applicability)– Through the creative combination andapplication of the topics discussed, a newcurriculum can be designed for the futureNavy leaders.– Lessons that will inspire, be relevant,have applications designed in to thecontent, and will not end up soundinglike…
  34. 34. Discussion (applicability)
  35. 35. ReferencesConner, L. N. (2013). Students useevaluative constructivism: Comparativedegrees of intentional learning.International Journal of Qualitative Studiesin Education. Retrieved from, E., Bagceci, B., & Cetin, B. (2012). Theeffects of social constructivist approach onthe learners problem solving andmetacognitive levels. Journal of SocialSciences, 8(3), 343-349.doi:10.3844/jssp.2012.343.349Fessakis, G., Dimitracopoulou, A., &Palaiodimos, A. (2013). Graphicalinteraction analysis impact on groupscollaborating through blogs. EducationalTechnology & Society, 16(1), 243-253.Retrieved from, D., van Gog, T., & Paas, F. (2012).Training self-assessment and task-selectionskills: A cognitive approach to improvingself-regulated learning. Learning andInstruction, 121-132. Retrieved from, S., Yang, L., Newell, B. R., &Kalish, M. L. (2012). Working memory doesnot dissociate between different perceptualcategorization tasks. Journal ofExperimental Psychology: Learning,Memory, and Cognition, 881-904.doi:10.1037/a0027298MCPON Releases CPO 365 TrainingGuidance. (2013, January 7). Retrievedfrom U. S. Navy:
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