This document discusses cognitive learning theory, which focuses on complex mental processes like thinking, problem solving, and information processing. It emphasizes that learning is an active process that depends on how learners attend to, transform, rehearse, store and retrieve information. Memory plays a prominent role, and learning occurs when information is organized in memory in a meaningful way. The theory also stresses that prior knowledge influences what new information learners can acquire and understand. Instruction based on cognitive learning theory aims to help learners connect new concepts to existing knowledge structures and apply their learning in different contexts.

2. • cognition - group of mental processes
• stressed on more complex cognitive
processes such as thinking, problem
solving, language, concept formation
and information processing

4. ▫discrete changes between states of
knowledge rather than with
changes in the probability response
▫what learners know and how they
come to acquire it
▫learner is viewed as a very active
participant in the learning process

6. ▫Environmental cues and
instructional components alone
cannot account for all the learning
that results from an instructional
situation
▫Additional key elements include
the way that learners attend to
code, transform, rehearse, store
and retrieve information.

7. ▫Learner’s thoughts, beliefs,
attitudes, and values are also
considered to be influential in the
learning process

9. ▫Memory is given a prominent role
in the learning process.
▫Learning results when information
is stored in memory in an
organized, meaningful manner.
▫Forgetting is the inability to
retrieve information from
memory

11. ▫When a learner understands how
to apply knowledge in different
contexts, then transfer has
occurred.
▫Prior knowledge is used to
establish boundary constraints for
identifying the similarities and
differences of information.

12. ▫Specific instructional or real-world
events will trigger particular
responses.

14. ▫simplification and standardization
▫knowledge can be:
Analyzed
Decomposed
Simplified into basic building
blocks.
▫knowledge transfer is expedited if
irrelevant information is eliminated

16. ▫Learner’s predisposition to
learning
How does the learner activate,
maintain, and direct his/her
learning?
▫Examine the learner to determine
how to design instruction
What are the learner’s existing
mental structures?

17. ▫ Specific assumptions or principles
that have direct relevance to
instructional design:
Active involvement of the learner
in the learning process.
Use of hierarchal analyses to
identify and illustrate prerequisite
relationships.
Emphasis on structuring,
organizing, and sequencing
information to facilitate optimal
processing.
Creation of learning environments

19. ▫ Making knowledge meaningful and
helping learners organize and relate
new information to existing knowledge
in memory
▫ Must be based on the students existing
schema to be effective
▫ Organize information that learners are
able to connect new information with
existing knowledge in some meaningful
way

21. ▫Understanding that
individuals bring various
learning experiences to the
learning situation

22. ▫Determining the most
effective manner in which to
organize and structure new
information to tap the
learners previously acquired
knowledge, abilities, and
experiences.

23. ▫Arranging practice with
feedback so that the new
information is effectively
and efficiently assimilated
and/or accommodated
within the learner’s
cognitive structure.

25. • J. Anderson (1982)
▫ Adaptive Control of Thought
▫ theory of cognition that focuses on memory
processes
• C.M Reigeluth (1983)
▫ Elaboration Theory
▫ includes prescriptions for the progressive
refinement of schemata
• Merrill (1983)
▫ Component Display Theory
▫ "generality" is close to a schema

26. • Gagne, Briggs, Wagner (1988)
▫ Events of Instruction
▫ based on info processing model; also, the
notion of activating a schema in order to
provide a relevant context for learning finds a
close parallel in the third instructional event –
stimulating recall of pre-requisite learning
• M. Tessmer & J.F.Wedman (1990)
▫ Layers of Necessity Model
▫ series of nested ISD models where the designer
determines a layer of design and development
based on project restrictions