Simply put, cognitive learning is a theory that learning occurs when connections are made in the mind of a learner. One remembers things by remembering and making these connections. We may retain a lot of information, but we need to be able to make connections to that information for it to be used. This reminds me of the commercials for a search engine on TV right now (I believe its for bing.com) where people start saying random phrases that have one thing that makes them tangentially related to what someone else said.
All this makes sense when you think back to a time when you knew you knew something but could not quite come up with the answer until a hint was given - POW! instant reconnection of a memory.
I was intrigued by the part of this weeks video that talked about how an extra sense adds to the layer of connectivity such as smell. There are certain smells (like dirty gasoline) that will always transport me back to another moment in time (to my grandfather's tractor shed). This is cognitive learning.
The technology resources we began to use last week have some interesting applications for the cognitive learning theorist. bubbl.us and webspiration are similar methods for displaying graphically a map of connections. A few months back I was introduced to www.prezi.com and have been enthralled with it ever since (now if I could just get a few hours to complete the two projects I began). Virtual field trips like the one I am working on to the US Supreme Court at www.oyez.org/ further student understanding by adding a episodic memory contingency.
Our previous discussion about learning have involved the theory that students need to see new material in multiple ways for it to make it into their long term memory. Cognitive learning falls right in line with this - the more ways one sees something the more connections one makes, making it easier to remember.
The use of senses is probably why many people do so well with measurement while cooking. Yet, the virtual field trip only uses two senses and it is still effective. I agree, you cannot diregard the usage of episodic memory because it too can create an optimal learning experience.
ReplyDeleteThe virtual field trip I found had a recorded clip of the clerk of the court starting the session. For reasons I am not completely aware of, the clerk shouts "oyez" three times before hitting the gavel. I think my students will get a kick out of it, and that alone will help the memory stick.
ReplyDeleteHi Michael,
ReplyDeleteInteresting posting.
Yes--I know what you mean--a particular smell can evoke so many memories--having multiple pathways to the information facilitates retention as does a well organized schema for the information.
When students forget something, it is typically because the information is "inert"--they've never really connected it to their existing schemas--so it is just out of reach when they want to recall it. A concept map can help students organize the information--I find that hands-on, authentic experience can also help with this--next week we'll be exploring this a bit more.
Thank you for sharing.
Michael~
ReplyDeleteI completely agree with you about how our senses can trigger a memory. Whether it is a place or a person, I find it interesting to see what memories are brought out by certain smells in general. I am looking forward to working with more virtual field trips and to see the information the students take from using this and the concept mapping. I am going to have to check out some of your sites you recommended in your blog. Thank you!!!
Gina Dewey
Michael,
ReplyDeleteI want to piggy-back on Dreanna's comment. As I completed the Virtual Field Trip with a small group of students, they were fascinated by the information presented to them. The Trip we took included interesting facts, pictures and video. By the end of our "trip", my students wanted to know more! They will remember this experience because: a) it was different than what they had experienced before, and b) they made a connection with the material. This was an exciting experience!
Amy