Module 3 Learning Theories and Principles for DL

Section 4: Applying Cognition Memory Theory to DL Human learning is often case-based, rather than rule-based according to cognitivists. From this view, learning is the dynamic modification of memory. During a learning process, memory is changed by each use, each experiment with cases. Cognitive Load Theory Schema Information processing in long-term memory is made through schema which is a cognitive structure that allows multiple elements of information to be categorized as a single element. Examples of schema structure based on the complexity level of information are: Level 1: alphabet recognition Level 2: word recognition Level 3: sentence recognition Level 4: contextual recognition Level 5: thematic recognition Types of schematic information includes: Pictorial Verbal Written Auditory Olfactory (sense of smell) Tactual Conscious vs. Automatic Memory Process Conscious memory process requires a person's attention and intentional process of information for understanding (explicit memory). In automatic memory process long-term memory is processed without conscious control (as we can read books without consciously considering words and combination of words) (implicit memory). Types of Memory Three major types of memory are illustrated here to understand how learned information and knowledge are accumulated in our brain. Working memory can handle only limited number of information (7+2). Short-term memory refers to the amount or bits of information we can hold in our head at any given time and lasts between 10 to 15 seconds.Some researchers differentiate short-term memory from sensory memory which is detected by the sensory receptors that are retained temporarily in the sensory registers. Intermediate memory occurs once the information has been processed. It can be viewed as the part of memory which holds and mixes information from the different parts of memory. This will determine how we feel and what we will do about a given situation. It defines our ability to express actions. Long-term memory resides in the deep unconscious and can be viewed as the "repository" of all our knowledge. It is divided into four parts: episodic, semantic, priming, and procedural memory. Episodic memory is experience based. This would include memories of events and experiences. It is enhanced by sensory input such as sights, sounds, music, smells and touch. Semantic memory would include remembering specific information such as math, names, facts, and figures. Priming memory is a nonconscious form of human memory which is concerned with perceptual identification of words and objects. Procedural memory is hands on learning. When we learn a skill such as riding a bike or playing a sport, motor memory is necessary. These skills can only be learned by physically doing them. It is automatic memory. Figure: Structure and Types of Memory Working Memory Limitation In instructional design, considering working memory limit is critical aspect to decide appropriate instructional strategies. Human beings have limited capabilities of processing working memory. Due to this, we have to design instruction to reduce extraneous load and redirect learners' attention to cognitive processes that are directly relevant to the schemas construction. The following types of cognitive load can limit or facilitate learners' cognitive processing. Intrinsic cognitive load - This is a type of cognitive load occurring due to the natural complexity of the information that is processed. The cognitive load is determined by the levels of element interactivity (e.g., translating one word to another language vs. understanding a phrase in foreign language requires different cognitive load). Extraneous cognitive load - This happens when we ignore working memory limits and fail to focus working memory resources on schema construction and automation. Germane cognitive load - This is effective cognitive load caused by effortful learning resulting in schema construction and automation through examples and demonstration. Functions of Brain In memory processing, the following diagram illustrates which part of brain processes what kind of information. Frontal lobe - helps control skilled muscle movements, mood, planning for the future, setting goals and judging priorities. Parietal lobe - receives and processes information about temperature, taste, touch, and movement. Reading and arithmetic are also processed in this region. Temporal lobe - processes hearing, memory and language functions. Occipital lobe - helps process visual information. Medulla oblongata - contains centers for the control of vital processes such as heart rate, respiration, blood pressure, and swallowing. Pons - the coordination of eye movements and balance. Hippocampus Hippocampus is the central part of human brain functioning the following tasks. Stores and processes memories Helps find memories Affects emotions Strategies for Improving Cognitive Learning for Distance Learning Improving Cognitive Processes for Learning Several cognitive strategies can be utilized to improve cognitive processing during learning. Worked example effect - This method is to reduce cognitive load by providing worked examples during learning. Split-attention effect - For cognitive focusing, attention must be split between multiple sources of information to understand the whole content (understand each segment of swing motion to make a full golf swing). Modality effect - This method recommends the use of multiple information sources and perceptual methods to improve memory process (use verbal explanation and visual graphics to teach how to swing). The redundancy effect - This method is utilizes reiteration to augment and reinforce learning (repetition through lecture and review sessions). Applying Cognitive Learning Theory to Distance Learning Framework In planning and developing a distance learning program, establishing a cognitive learning framework is a very useful tool to incorporate the above mentioned principles in designing the instruction. An example cognitive learning framework will look like this: A good example of this learning framework can be found from this course structure. To improve your distance learning experience, the instructor designed this course utilizing the following guidelines: Self-paced and individualized learning phase Learner studies the course content according to the learner's own learning speed and competency level. Group learning phase Learner interacts with other peer students and/or tutors to augment learning experience and accumulate group knowledge. Learning application phase Learner applies his/her own learning to actual events or works to internalize the required competency. Learning and transfer evaluation phase Evaluate the learning before, during, and right after a course. Evaluate the application of learning during the course and transfer of learning 3 or 6 months after the course. * Each phase of the framework of learning can be processed either in a linear or mixed pattern according to the intention of the learning experience of the instruction. This is the end of learning module 3. 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