This week, we are looking into cognitive learning theory. At the same time, we are exploring strategies that bring technology into how we employ these theories. We looked at many strategies and tools: concept mapping, virtual field trips, advance organizers, word processing software functions, organizing and brainstorming software, and web resources such as blogs and wikis. How are these related to cognitive theory?
In the videos that we watched, Dr. Orey explained parts of cognitive learning theory. He said that one of the key things to remember is that a student's short term memory has 7 (+/- 2) digits of space. Given that, we can help them sort information into groups by using concept maps. Another key idea in cognitive learning theory is the strength of episodic memory. Virtual field trips allow students to learn information through "experience". It may not be quite as good as going to the place, but it is certainly getting them closer to episodic memory than a traditional lecture would do! Dr. Orey also mentioned dual-coding, and using not just terms but images or other sensory information paired with the terms to increase recall and understanding, and many of the tools that we have looked at this week lend themselves to this: concept mapping, virtual field trips, and organizing software like Inspiration.
It is much more intuitive for me to connect technology with cognitive learning theory than it was to connect it with behaviorist theory. I have to admit that this week's strategies have gotten me far more anxious to get back to school in a few weeks and try them out!
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Trina,
ReplyDeleteI also like the idea of a virtual field trip. With budget constraints effecting so many schools, even a field trip to the next county is becoming more difficult to be approved. I am very new to the idea of virtual field trips and look forward to exploring and finding sites that would be appropriate for my students. Have you tried any of these strategies (virtual field trips, wikis, concept mapping, ….) with your students?
Leilani
I am also excited about the possibility of using virtual field trips with my students, but I was a little frustrated with the links provided on our class page. I teach grades K-5, and I felt like most of the virtual field trips I found through these links relied entirely too much on text. To me, that would be like taking first graders on an adult guided tour of a museum. They would get bored and the experience we were after would be lost. No real experience means no episodic memeory. Boo!
ReplyDeleteI was expecting more trips like the one on Ford's Theater that was shown in our video. I wanted to see more photos and videos and less text.
I did notice that we got a link to a site to create our own field trips, but I don't know how I could make one as interactive as the Ford's Theater trip.
What grade did you teach, and did you find a good link to sites for children?
Nancy, I was also frustrated with the links. I searched through them for HOURS, for two days. I think I must have looked through 90% of the lists! I teach high school, and I didn't find many that met the criteria I was hoping for, either. I eventually found through about three links deep, a tourist website that I could use for my Spanish classes.
ReplyDeleteThe Ford's Theater field trip that we saw in our video set our standards so high, that we are very selctive now! (This could be viewed as a good thing!)
Leilani,
ReplyDeleteI have not yet tried these strategies, and I am very excited to have the chance once school starts back!
Trina
ReplyDeleteI am right there with you. I am very excited about getting back to school and trying out all these new cognitive tools. I cannot wait for my students to go on a virtual field trip, I think this is almost as good as the real one because you have more time and are not dealing with all of the distractions.
Trina,
ReplyDeleteI think your comment about the importance of engaging several senses at one time is very important for studets. Being an elementary teacher, I have noticed the more ways that my students are receiving informtion the more they seem to benefit from the lesson. I have also noticed that there is more on-task time when studnets are more fully involved in the receiving of information and even as they collaborate with each other.