Cognitive Learning and Technology

The cognitive learning theory focuses on how information is processed in the brain. When new information is presented, that information is received into sensory registers, which leads way to short term memory, and later, through practice and rehearsal, that information is stored in long term memory. In contrast to the behaviorist theory, the cognitive learning theory relies less on feedback and becomes more dependent on the effectiveness with which information is presented to an individual.

It is proven that humans are better learners if they are able to engage themselves in the learning process. We are less effective in learning when we are expected to sit and listen. I am not sure how much I could share with you about what I learned from some of my four hour lectures in over crowded lecture halls. However, I remember a lot of information that was covered in my Non Traditional Sports course that was a requirement of my Physical Education minor. What accounts for the difference in learning and recall of information? It has to be the fact that the information from those courses were presented in different ways. The information from my non traditional sports course was processed and learned through more effective methods. Rather than being lectured, I was an active participant in the learning process. In my non-traditional sports class I was instructed rules of uncommon games, shown how to play them, and then given the opportunity to learn the games through being an active participant. Palvio's theory on learning is that learning is a dual coding process (Orey, 2008). We are more effective in learning when we can use two or more senses in the learning process.

Cognitive learning can be thought of as a network. So many thoughts and ideas become interconnected. The more connections that can be generated between ideas increases the likelihood that new information will be remembered. When we remember information we do not just remember it as text. We are apt to think of new information in terms of images as well. Since our brain processes information in such a way, it makes sense for educators to be making use of tools that allow for learning and thinking to happen in similar ways. There are many technology based learning tools that lend themselves to cognitive learning, such as PowerPoint, pod casts, and concept maps.

Concept mapping tools lend themselves to a similar construction for how the brain is thought to process thought. Like the brain, concept maps look to make as many connections to new information as possible. The more connections that can be made, the more likely the information will be stored in short term memory. Concept maps are effective, in that they are able to apply text and imaging to new concepts that are being learned. This elaboration then allows the brain to reflect on presented text and meaningful imagery (Orey, 2008). Such parts of the concept map can remind an individual of learned information.

Resources:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.