Cognitivism in Practice

           Cognitive learning theories are best utilized by knowing the characteristics of long-term and short-term memory.  According to Dr. Orey, long-term memories are stored in networks of information constructed using pieces of short-term memory (Laureate Education, Inc., 2011a). Through elaboration of content, teachers strengthen these connections in learners and eventually build what we know as long-term memory.  In short, the more connections made between short-term memories, the better long-term memory a learner will have.

            Short-term memory can only process about seven pieces of information at a time (Laureate Education, Inc., 2011a).  While commonly called working memory, there are three types of short-term memory.  The first is declarative memory.  The primary role of declarative memory is to rote memorization of facts and information.  The second is procedural memory.  This short-term memory tells you how to do things such as being able to chew gum and walk at the same time without problems.  The third is episodic memory which is tied primarily to events in your life.  If an event has a lasting impression on a learner, the learner is more apt to remember the personal experience and store it away for future use.  Episodic memory is also closely tied to the dual coding hypothesis where information can be stored as images and text at the same time.  In extreme cases, dual coding can include smells paired with memories as well. 

            For the purpose of synthesizing cognitive learning and instructional strategy, episodic memory and dual coding assist in discovering the academic value of virtual field trips and concept mapping.  The first, a virtual field trip, create episodes or experiences for the learner (Laureate Education, Inc., 2011b).  By utilizing the brain’s dual coding ability, the pictures viewed in a virtual field trip immediately creates a long term connection for the learner.  Virtual field trips also offer the opportunity for learners to compare other sources of information to confirm its validity while simultaneously engaging students in critical thinking.  Any which way you look at it, virtual field trips trigger an immediate connection in working memory that is easily retrievable and if reinforced can sustain in the learner’s long-term memory.

            The latter, concept mapping, organizes an incredible amount of knowledge to assist in creating connection between working memory and long-term memory (Novak & Cañas, 2008).  Learners who participate in concept mapping are creating a document to follow ideas.  Each idea or concept links to another concept that takes on characteristics similar to that of a flow chart.  Those learners who strive to construct quality concept maps have demonstrated that they are actively engaged in the creative process (Novak & Cañas, 2008).  This creativity enables students to utilize their “experiences and learning strengths in the process of constructing knowledge” (Orey, 2001).  By participating in the construction of their own knowledge through the experience of concept mapping, students again make connections in working memory that are easily retrievable in reinforced long-term memory.

            Knowing a little about the principles of cognitive learning theory can greatly enhance any teacher’s instructional repertoire.  Knowing firsthand how both short-term memory operates and how long-term memory is created soon becomes priceless information for any instructor trying to gain the most for their students.  After examining what my goal was in this blog, I suppose the experience of synthesizing this week’s resources could be considered cognitive learning in itself… but I will let you be the judge of that.

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008).   The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.  Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

Orey, M. (Ed.). (2001).   Emerging perspectives on learning, teaching, and technology.   Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page