This document discusses the emergence of a new interdisciplinary field applying cognitive science research to education. It summarizes:
1) The field draws from diverse areas including neuroscience, psychology, education, and technology to better understand learning processes.
2) Researchers aim to redesign learning environments based on scientific principles to help people learn more deeply and effectively in schools and throughout life.
3) The field aims to enhance learning by drawing on knowledge about cognition, instructional design, and new technologies from various disciplines.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Search and Society: Reimagining Information Access for Radical FuturesBhaskar Mitra
The field of Information retrieval (IR) is currently undergoing a transformative shift, at least partly due to the emerging applications of generative AI to information access. In this talk, we will deliberate on the sociotechnical implications of generative AI for information access. We will argue that there is both a critical necessity and an exciting opportunity for the IR community to re-center our research agendas on societal needs while dismantling the artificial separation between the work on fairness, accountability, transparency, and ethics in IR and the rest of IR research. Instead of adopting a reactionary strategy of trying to mitigate potential social harms from emerging technologies, the community should aim to proactively set the research agenda for the kinds of systems we should build inspired by diverse explicitly stated sociotechnical imaginaries. The sociotechnical imaginaries that underpin the design and development of information access technologies needs to be explicitly articulated, and we need to develop theories of change in context of these diverse perspectives. Our guiding future imaginaries must be informed by other academic fields, such as democratic theory and critical theory, and should be co-developed with social science scholars, legal scholars, civil rights and social justice activists, and artists, among others.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
1. ECC2012-13
Cognitive studies meet education
A NEW FIELD OF APPLIED RESEARCH TO EDUCATION AND ITS
PERIMETER
Its meaning
Its reasons
A BIT OF HISTORY
What’s new
2. ECC2012-13
ECC2012
Birth of a new field
Policy-making needs
science. (Alberts 2010)
2009-
2010
2002- 2000-
2006 2005 2008 2011
3. ECC2012-13
ECC2012
Birth of a new field
Mind, Brain, Education USA: Internationally:
Harvard 1999-2006 OECD-CERI:
2003 Conference at Graduate School Brain and Learning
the Accademia of Education Project (Della Chiesa)
Pontificia (Gardner &
Fischer)
2006-2012 Annual MBE Teachings in Battro (Argentina),
Summer School, Graduate Koizumi (Japan),
Biannual Conference Schools in the Goswami (UK), Spitzer
USA,(Texas (Germany), Léna
Austin, …) (France), Dehaene
2007 MBE International (France), Wolf (USA),
Society and Journal McDonnel Geake (Australia),
Foundation Strauss (Israel), …
(Bruer)
4. ECC2012-13
ECC2012
Birth of a new field
Educational Educational Neuroscience & Education USA
Neuroscience UK
Neuroscience Vanderbilt University
Cambridge (McCandliss)
Trends in University
Graduate School Oregon Institute of
Neuroscience (Goswami)
and education Neuroscience (Posner)
Journal (Spitzer) Center for
Educational
Neuroscience –
Birbeck, IOE, UCL
(Bell, Thomas,
Butterworth, …)
5. ECC2012-13
ECC2012
Birth of a new field
Neuroeducation UK Neuroeducation Neuroeducation USA
Europe:
2000-2008 Seminar Dana Foundation Art
TLRP EARLI Sig 22 & Brain Initiative/
Neuroeducation
(Biannual Neuroeducation
2011 Royal Conferences)
Institution Johns Hopkins
University Graduate
Bristol (Howard- School (Hardiman)*
Jones), UCL Neuroeducation
London (Frith, Quebec: NY University
Blakemore, (Brabeck)
Butterworth, …), Neuroeducation
Cambridge Quebec –
Conferences, SfN – Neuroeducation
(Goswami), … Journal Summit (Carew)
6. ECC2012-13
ECC2012
Birth of a new field
Science of Learning New Learning Learning
Centers Program NSF Sciences Sciences
USA
Istitute for ISLI
Life Center learning and International
(Bransford, Kuhl, …) brain sciences, Society of the
Washington learning
(Kuhl, Meltzoff) sciences
(Sawyer)
…
7. ECC2012-13
ECC2012
Perimeter
Biology Cognitive Education Technology
science
Neuroscience Cognitive Educational Computer
psychology, psychology science
evolutionary
psychology
Cognitive Information Social sciences Robotics
neuroscience sciences
Genetics Developmental Learning and Emerging
neuroscience psychology transfer studies technologies
Social Instructional
psychology, design, wisdom
anthropology of practice
8. ECC2012-13
ECC2012
¤ (Fischer et al. 2007)
¤ Human beings are unique in their ability to learn through
schooling and diverse kinds of cultural instruction.
¤ Education plays a key role in cultural transformations: it
allows members of a society, the young in particular, to
efficiently acquire an ever-evolving body of knowledge and
skills that took thousands of years to invent.
¤ It is time for education, biology, and cognitive science to join
together to create a new science and practice of learning
and development. The remarkable new tools of biology and
cognitive science open vast possibilities for this emerging
field.
9. ECC2012-13
ECC2012
¤ (Meltzoff et al. 2009)
¤ Homo sapiens is also the only species that has developed
formal ways to enhance learning: teachers, schools, and
curricula.
¤ Neuroscientists are beginning to understand the brain
mechanisms underlying learning and how shared brain
systems for perception and action support social learning.
Machine learning algorithms are being developed that
allow robots and computers to learn autonomously. New
insights from many different fields are converging to create a
new science of learning that may transform educational
practices.
10. ECC2012-13
ECC2012
¤ Learning sciences is an interdisciplinary field that studies
teaching and learning.
¤ Learning scientists study learning in a variety of settings,
including not only the more formal learning of school
classrooms but also the informal learning that takes place at
home, on the job, and among peers. The goal of the
learning sciences is to better understand the cognitive and
social processes that result in the most effective learning,
and to use this knowledge to redesign classrooms and other
learning environments so that people learn more deeply
and more effectively.
¤ The sciences of learning include cognitive science,
educational psychology, computer science, anthropology,
sociology, information sciences, neurosciences, education,
design studies, instructional design, and other fields.
¤ (Sawyer 2008, p. xi)
11. ECC2012-13
ECC2012
¤ (Bransford et al 2000, p. 4)
¤ Research from cognitive psychology has increased understanding of the
nature of competent performance and the principles of knowledge
organization that underlie people's abilities to solve problems in a wide
variety of areas
¤ Developmental researchers have shown that young children understand a
great deal about basic principles of biology and physical causality, about
number, narrative, and personal intent,
¤ Research on learning and transfer has uncovered important principles for
structuring learning experiences that enable people to use what they have
learned in new settings.
¤ Work in social psychology, cognitive psychology, and anthropology is
making clear that all learning takes place in settings that have particular
sets of cultural and social norms and expectations and that these settings
influence learning and transfer in powerful ways.
¤ Neuroscience is beginning to provide evidence for many principles of
learning that have emerged from laboratory research, and it is showing
how learning changes the physical structure of the brain and, with it, the
functional organization of the brain.
¤ Emerging technologies are leading to the development of many new
opportunities to guide and enhance learning that were unimagined even
a few years ago.
12. ECC2012-13
ECC2012
Perimeter
Knowledge & Design For better Everywhere
learning
Understanding Design better Learn more Learning that
of cognitive environments deeply takes place at
processes for learning home
Understanding Learn more At school
of social effectively
processes
Underlying On the job
learning
Among peers
13. ECC2012-13
ECC2012
¤ Everyone designs who devises courses of action aimed at
changing existing situations into preferred ones. The
intellectual activity that produces material artifacts is no
different fundamentally from the one that prescribes
remedies for a sick patient… The natural sciences are
concerned with how things are …. Design, on the other
hand, is concerned with how things ought to be, with
devising artifacts to attain goals.
¤ (Simon 1988, p. 67)
14. ECC2012-13
ECC2012
Reasons
1. Learning as a
natural,
pervasive
cognitive
function.
15. ECC2012-13
ECC2012
¤ (Bransford et al 2000)
¤ Learning is a basic, adaptive function of humans.
¤ More than any other species, people are designed to be
flexible learners and active agents in acquiring knowledge
and skills.
¤ Much of what people learn occurs without formal instruction,
but highly systematic and organized information systems—
reading, mathematics, the sciences, literature, and the
history of a society—require formal training, usually in
schools.
16. ECC2012-13
Reasons
Learning and
teaching as both
natural and cultural
Humans have
created a special
technology for
promoting learning
when learning does
not come naturally
17. ECC2012-13
ECC2012
¤ (Pinker 2002, p. 222)
¤ Education is neither writing on a blank slate nor allowing a child's
nobility to flower.
¤ Rather education is a technology that tries to make up for what the
human mind is innately bad at.
¤ Children don't have to go to school to learn to walk, talk, recognize
objects, or remember the personalities of their friends even though
these tasks are much harder than reading, adding, or remembering
dates in history...
¤ Because much of the content of education is not cognitively
natural, the process of mastering it may not always be easy or
pleasant, notwithstanding the mantra that learning is fun... they are
not necessarily motivated in their cognitive faculties to unnatural
tasks like formal mathematics.
18. ECC2012-13
ECC2012
Reasons
2. Societal
transformations
have occurred
that pose new
problems to
education
e.g. information
revolution
19. ECC2012-13
ECC2012
Reasons
• Preoccupation about
international competition to
standards
• Crisis of ideologies
• From standards to
“what works policies”
• and Evidence-Based
Education approaches
20. ECC2012-13
ECC2012
¤ (US Department of Education 1983)
¤ sIf an unfriendly foreign power had attempted to impose on
America the mediocre educational performance that exists
today, we might well have viewed it as an act of war. As it
stands, we have allowed this to happen to ourselves. We
have even squandered the gains in student achievement
made in the wake of the Sputnik challenge. Moreover, we
have dismantled essential support systems which helped
make those gains possible. We have, in effect, been
committing an act of unthinking, unilateral educational
disarmament.
21. ECC2012-13
ECC2012
¤ (US Department of Education 2008)
¤ If we were “at risk” in 1983, we are at even greater risk now.
The rising demands of our global economy, together with
demographic shifts, require that we educate more students
to higher levels than ever before. Yet, our education system
is not keeping pace with these growing demands”… “The
pace of change in the global economy poses an already
enormous and growing challenge for educators. As
Microsoft founder Bill Gates has said, “You need to
understand things in order to invent beyond them.
22. ECC2012-13
¤ (Sawyer 2006, p. 1-2)
¤ In the knowledge economy memorization of facts and
procedures is not enough for success.
¤ Educated graduates need a deep conceptual
understanding of complex concepts, and the ability to work
with them creatively to generate new ideas, new products,
and new knowledge.
¤ They need to be able to critically evaluate what they read,
to be capable of express themselves clearly, … to learn
integrated and usable knowledge, … to take responsibility
for their continuing, lifelong learning.
23. ECC2012-13
ECC2012
Reasons
3. Bounded rationality,
cognitive biases and the
fallacies of intuition
26. ECC2012-13
¤ (Simon 1988, p. 116)
¤ We have new top-down research techniques that enable us
to observe and model the step-by-step progress of thinking
and learning with shorter and shorter steps, even on the
scale of seconds and fractions of a second.
¤ We have new bottom-up research techniques, such as
magnetic resonance imaging and single-cell recording, that
enable us to study the localization of the neural processes
that occur during thought and learning and to study the
chemistry of neurons.
¤ With the help of these new tools, we are even beginning to
forge links between bottom-up and top-down advances,
gaining glimpses of the neurologic bases for human symbolic
processes.
27. ECC2012-13
¤ Just as the revolution in molecular biology changed the
whole face of medicine by providing both new
understanding of physiological processes and new means of
intervention when the processes are out of kilter, so the
revolution in the study of the mind, usually called the
cognitive revolution, is allowing us to enter a new era of
human learning and teaching.
¤ This era does not reject the practical knowledge that has
built up over millennia but greatly improves and enriches it.
Good teachers and good learners may be born, but they
cannot reach their potential, or anything close to it, without
a deep understanding of the learning processes and how to
enhance them. We are becoming more and more able to
provide that understanding.
29. ECC2012-13
Cognitive studies meet education
A NEW FIELD OF APPLIED RESEARCH TO EDUCATION AND ITS
PERIMETER
Its meaning
Its reasons
A BIT OF HISTORY
What’s new
30. ECC2012-13
William James’ mild optimism
William James 1899: Talks
to teachers on psychology
Philosopher - pragmatism
Psychology – scientific vs
introspection
31. ECC2012-13
¤ Psychology ought certainly to give the teacher radical help. And
yet I confess that, acquainted as I am with the height of some of
your expectations, I feel a little anxious lest, at the end of these
simple talks of mine, not a few of you may experience some
disappointment at the net results. In other words, I am not sure
that you may not be indulging fancies that are just a shade
exaggerated.
¤ That would not be altogether astonishing, for we have been
having something like a 'boom' in psychology in this country.
Laboratories and professorships have been founded, and reviews
established. The air has been full of rumors. The editors of
educational journals and the arrangers of conventions have had
to show themselves enterprising and on a level with the novelties
of the day. Some of the professors have not been unwilling to co-
operate, and I am not sure even that the publishers have been
entirely inert. 'The new psychology' has thus become a term to
conjure up portentous ideas withal; and you teachers, docile and
receptive and aspiring as many of you are, have been plunged in
an atmosphere of vague talk about our science, which to a great
extent has been more mystifying than enlightening.
32. ECC 2012
¤ There is nothing but the old psychology, which began in
Locke’s time, plus a little physiology of the brain and senses
and the theory of evolution
¤ I say moreover that you make a great, a very great mistake, if
you think that psychology, being the science of the mind's
laws, is something from which you can deduce definite
programs and schemes and methods of instruction for
immediate schoolroom use. Psychology is a science, and
teaching is an art; and sciences never generate arts directly
out of themselves. An intermediary inventive mind must make
the application, by using its originality.
33. ECC 2012
¤ … the use of psychological principles certainly narrows the
path for experiments and trials. We know in advance, if we
are psychologists, that certain methods will be wrong, so our
psychology saves us from mistakes.
¤ It makes us, moreover, more clear as to what we are about.
We gain confidence in respect to any method which we are
using as soon as we believe that it has theory as well as
practice at its back.
¤ it fructifies our independence, and it reanimates our interest,
to see our subject at two different angles,—to get a
stereoscopic view, … to be able, at the same time, to
represent to ourselves the curious inner elements of his
mental machine
34. ECC 2012
Thorndike’s optimism
Edward Thorndike 1910: The
contribution of psychology to
education
The first to apply principles of
psychology to learning, and to
education.
His theories have been very
influential in education in the
USA
Laws of learning: readiness,
exercise, effect (positive)
35. ECC2012-13
¤ Psychology is the science that backs education, like agriculture
depends on botany
¤ Just as the science and art of agriculture depend upon
chemistry and botany, so the art of education depends upon
physiology and psychology.
¤ The foundation upon which education builds is the equipment
of instincts and capacity given by nature apart from training.
¤ Just as knowledge of the peculiar inheritance characteristic of
any individual is necessary to efficient treatment of him, so
knowledge of the unlearned tendencies of man as a species is
necessary to efficient planning for education in general.
36. ECC2012-13
¤ Psychology contributes to a better understanding of the aims
of education by defining them, making them clearer; by
limiting them, showing us what can be done and what can
not; and by suggesting new features that should be made
parts of them.
¤ …in all cases psychology, by its methods of measuring
knowledge and skill, may suggest means to test and verify or
refute the claims of any method.
¤ Experts in education studying the responses to school
situations for the sake of practical control will advance
knowledge not only of the mind as a learner under school
conditions but also of the mind for every point of view.
37. ECC2012-13
¤ I hope that it is obvious and needless, and that the relation
between psychology and education is not, in the mind of any
competent thinker, in any way an exception to the general
case that action in the world should be guided by the truth
about the world; and that any truth about it will directly or
indirectly, soon or late, benefit action.
38. ECC2012-13
Watson’s plan
J.B. Watson 1913:
Psychology as the
behaviorist views it
Full-fledged behaviorism is a
reaction to the use of introspection,
to the absence of controlled
experiments, and to the focus on
consciousness that characterized
psychology at the turn of the XX
century
39. ECC2012-13
¤ Behaviorism had the aim of making of psychology a science
that can be applied
¤ If psychology would follow the plan I suggest, the educator, the
physician, the jurist and the business man could utilize our data
in a practical way, as soon as we are able, experimentally, to
obtain them.
¤ Those who have occasion to apply psychological principles
practically would find no need to complain as they do at the
present time. Ask any physician or jurist today whether scientific
psychology plays a practical part in his daily routine and you
will hear him deny that the psychology of the laboratories finds
a place in his scheme of work. I think the criticism is extremely
just. One of the earliest conditions which made me dissatisfied
with psychology was the feeling that there was no realm of
application for the principles which were being worked out in
content terms.
40. ECC2012-13
¤ The psychology which I should attempt to build up would take
as a starting point, first, the observable fact that organisms,
man and animal alike, do adjust themselves to their
environment by means of hereditary and habit equipments.
These adjustments may be very adequate or they may be so
inadequate that the organism barely maintains its existence;
secondly, that certain stimuli lead the organisms to make the
responses. In a system of psychology completely worked out,
given the response the stimuli can be predicted; given the
stimuli the response can be predicted.
¤ In experimental pedagogy especially one can see the
desirability of keeping all of the results on a purely objective
plane. If this is done, work there on the human being will be
comparable directly with the work upon animals. … We need
to have similar experiments made upon man…
41. ECC2012-13
Skinner’s teaching machines
J.B. Watson 1913:
Psychology as the
behaviorist views it
Centrality of learning in radical
behaviorism
Theory of operant conditioning,
Reinforcement
Behaviorism allows to control learning,
not just describing it
42. ECC2012-13
¤ The learning process is now much better understood.
¤ Much of what we know has come from studying the behavior of
lower organisms, but the results hold surprisingly well for human
subjects.
¤ The emphasis in this research has not been on proving or
disproving theories but on discovering and controlling the
variables of which learning is a function. This practical
orientation has paid off, for a surprising degree of control has
been achieved.
44. ECC2012-13
¤ By arranging appropriate “contingencies of reinforcement,”
specific forms of behavior can be set up and brought under the
control of specific classes of stimuli.
¤ The resulting behavior can be maintained in strength for long
periods of time. A technology based on this work has already
been put to use in neurology, pharmacology, nutrition,
psychophysics, psychiatry, and elsewhere. The analysis is also
relevant to education. A student can be “taught” in the sense
that he is induced to engage in new forms of behavior and in
specific forms upon specific occasions.
46. ECC2012-13
Behaviorist’s assumptions & limits
¤ implicit assumption:
¤ nothing interesting is going on “inside” (mind is like a blank
slate)
¤ in theory, and as a matter of exaggeration, virtually anything
can be taught
¤ As a matter of fact even radical behaviorism recognizes that
the animal is not a blank slate: only behaviors that are
possible, that are spontaneously realized by the animal can
be reinforced. Skinner considers that anything the child is
ready to learn given her development stage can be taught,
not anything in general.
47. ECC2012-13
¤ (Bruer 1993 p. 3)
¤ In the mid 1950s, behaviorism was the prevailing orthodoxy in
American psychological science.
¤ In education, behaviorist learning theory emphasized
arranging the student’s environment so that stimuli occurred in
a way that would instill the desired stimulus‐response chains.
Teachers would present lessons in small, manageable pieces
(stimuli), ask students to give answers (responses), and then
dispense reinforcement (preferably positive rather than
negative) until their students became conditioned to give the
right answers.
¤ (Bransford et al. 2000 p. 6‐8)
¤ A limitation of early behaviorism stemmed from its focus on
observable stimulus conditions and the behaviors associated
with those conditions. This orientation made it difficult to study
such phenomena as understanding, reasoning, and thinking—
phenomena that are of paramount importance for
education...
48. ECC2012-13
The cognitive revolution
1956 Cambridge MIT
Miller: The magic number 7
Chomsky: A review of B.F.
Skinner Verbal Behavior
Bruner: A study of thinking
1958 Herbert, Shaw, Simon: Elements of
a theory of human problem solving
1960 Harvard Center for Cognitive
Studies (Bruner & Miller)
49. ECC2012-13
¤ Noam Chomsky: A review of BF Skinner Verbal Language
¤ One would naturally expect that prediction of the behavior of a
complex organism (or machine) would require, in addition to
information about external stimulation, knowledge of the internal
structure of the organism, the ways in which it processes input
information and organizes its own behavior.
¤ … Every time an adult reads a newspaper, he undoubtedly comes
upon countless new sentences which are not at all similar, in a
simple, physical sense, to any that he has heard before, and
which he will recognize as sentences and understand; he will also
be able to detect slight distortions or misprints.
¤ Talk of "stimulus generalization" in such a case simply perpetuates
the mystery under a new title.
¤ These abilities indicate that there must be fundamental processes
at work quite independently of "feedback" from the environment.
50. ECC2012-13
¤ Insofar as independent neurophysiological evidence is
not available, it is obvious that inferences concerning the
structure of the organism are based on observation of
behavior and outside events.
¤ The differences that arise between those who affirm and
those who deny the importance of the specific
"contribution of the organism" to learning and
performance concern the particular character and
complexity of this function, and the kinds of observations
and research necessary for arriving at a precise
specification of it.
¤ If the contribution of the organism is complex, the only
hope of predicting behavior even in a gross way will be
through a very indirect program of research that begins
by studying the detailed character of the behavior itself
and the particular capacities of the organism involved.
51. ECC2012-13
¤ (Simon 2000 p. 115)
¤ Exciting research in cognition today combines computer
modeling with neuropsychological studies of the functioning of
the brain and with the experimental study of human learning
and problem solving.
¤ This research is helping to test and improve detailed theories of
the human symbolic processes used in learning and thinking
and to build theories of how skills and knowledge can be taught
effectively and efficiently.
52. ECC2012-13
Constructivism
The cognitive revolution
• inherits the interest for learning
manifested by behaviorism,
• broadens the view (innate capacities,
a larger number of learning processes)
• states the necessity of developing new
methods for peeping into the black box
• Looks at constructivism
53. ECC2012-13
Vygotsky
Lev Vygotsky
• Role of social interaction in
cognitive development
• Zone of proximal development
• Link between development of
language and thinking
54. ECC2012-13
Piaget
Jean Piaget
• Children are like scientists
• Children explain the world on the basis of
their innate structures
• Equilibration between cognitive structures
and environment: Accomodation and
assimilation mechanisms
• Stages of development: Qualitatively
different ways of making sense of the
world
56. ECC2012-13
Situated cognition and the Learning
Sciences
Very soon after the cognitive
revolution, many cognitivists became
dissatisfied with the computational,
representational view of cognition put
forward by the classical cognitive
sciences.
Dissatisfaction concerned the vision of
learning, as well
The first conference of the Learning
Sciences Institute, 1987 (stems from the
Artificial Intelligence and education
previous series of conferences)
57. ECC2012-13
Related visions of cognition:
• Embodied Situated Cognition
(Brooks 1991)
• Distributed cognition (Hutchins
1995)
• …Criticism towards GOFAI,
representationalism,
computationalism ….
58. ECC2012-13
¤ (Anderson Reder Simon 1996)
¤ Situated learning … emphasizes the idea that much of what
is learned is specific to the situation in which it is learned.
learning takes places in concrete situations and it is there
that must be studied
59. ECC2012-13
¤ Artificial intelligence research has foundered on the issue of
representation. When intelligence is approached in an
incremental manner, with strict reliance on interfacing to the
real world through perception and action, reliance on
representation disappears. In this paper we outline our
approach to incrementally building complete intelligent
Creatures. The fundamental decomposition of the intelligent
system is not into independent information processing units
which must interface with each other via representations.
Instead, the intelligent system is decomposed into
independent and parallel activity producers which all
interface directly to the world through perception and action,
rather than interface to each other particularly much. The
notions of central and peripheral systems evaporate
everything is both central and peripheral. Based on these
principles we have built a very successful series of mobile
robots which operate without supervision as Creatures in
standard office environments. (Brooks 1991)
60. ECC2012-13
¤ (Hutchins 1995)
¤ I will attempt to show that the classical cognitive science
approach can be applied with little modification to a unit of
analysis that is larger than an individual person.
¤ One can still ask the same questions of a larger socio-technical
system that one would ask of the individual. That is, we wish to
characterize the behavioral properties of the unit of analysis in
terms of the structure and processing of representations that are
internal to the system. With the new unit of analysis, many of the
representations can be observed directly, so in some respects, this
may be a much easier task than trying to determine the
processes internal to the individual that account for the
individual's behavior.
¤ Posing these questions in this way reveals how systems that are
larger than an individual may have cognitive properties in their
own right that cannot be reduced to the cognitive properties of
individual persons (Hutchins, 1995). Many of the outcomes that
concern us on a daily basis are produced by cognitive systems of
this sort.
61. ECC2012-13
Learning and the brain
1990 Decade of the brain
1994 Cognitive neuroscience
society
1990s Brain-based education
End 1990s Neuroeducation/Mind,
Brain and Education