Thursday, July 29, 2010
Saturday, July 10, 2010
The Information Processing Approach to Cognition
This article is a great resource that can be used to learn how information is stored in memory. It discusses several different theories of information processing where you begin to see the various viewpoints on cognitive psychology. It does share a few general principles that are common amongst cognitive psychologist allowing the reader to grasp the foundation.
The first is the assumption of a limited capacity of the mental system. This means that the amount of information that can be processed by the system is constrained in some very important ways. Bottlenecks, or restrictions in the flow and processing of information, occur at very specific points.
A second principle is that a control mechanism is required to oversee the encoding, transformation, processing, storage, retrieval and utilization of information. That is, not all of the processing capacity of the system is available; an executive function that oversees this process will use up some of this capability. When one is learning a new task or is confronted with a new environment, the executive function requires more processing power than when one is doing a routine task or is in a familiar environment.
A third principle is that there is a two-way flow of information as we try to make sense of the world around us. We constantly use information that we gather through the senses (often referred to as bottom-up processing) and information we have stored in memory (often called top-down processing) in a dynamic process as we construct meaning about our environment and our relations to it. This is somewhat analogous to the difference between inductive reasoning (going from specific instances to a general conclusion) and deductive reasoning (going from a general principle to specific examples.) A similar distinction can be made between using information we derive from the senses and that generated by our imaginations.
A fourth principle generally accepted by cognitive psychologists is that the human organism has been genetically prepared to process and organize information in specific ways. For example, a human infant is more likely to look at a human face than any other stimulus. Given that the field of focus of a human infant is 12 to 18 inches, one can surmise that this is an important aspect of the infant's survival. Other research has discovered additional biological predispositions to process information. For example, language development is similar in all human infants regardless of language spoken by adults or the area in which they live (e.g., rural versus urban, Africa versus Europe.) All human infants with normal hearing babble and coo, generate first words, begin the use of telegraphic speech (e.g., ball gone), and overgeneralize (e.g., using "goed to the store" when they had previously used "went to the store") at approximately the same ages. The issue of language development is an area where cognitive and behavioral psychologists as well as cognitive psychologists with different viewpoints have fought many battles regarding the processes underlying human behavior. Needless to say the disussion continues. (Huitt, W. 2003) The development of concepts is thought to be one of the challenging issues of cognitive learning. Through all the different theories discussed, it provides a useful map to providing information processing in the classroom.
Resource
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
The first is the assumption of a limited capacity of the mental system. This means that the amount of information that can be processed by the system is constrained in some very important ways. Bottlenecks, or restrictions in the flow and processing of information, occur at very specific points.
A second principle is that a control mechanism is required to oversee the encoding, transformation, processing, storage, retrieval and utilization of information. That is, not all of the processing capacity of the system is available; an executive function that oversees this process will use up some of this capability. When one is learning a new task or is confronted with a new environment, the executive function requires more processing power than when one is doing a routine task or is in a familiar environment.
A third principle is that there is a two-way flow of information as we try to make sense of the world around us. We constantly use information that we gather through the senses (often referred to as bottom-up processing) and information we have stored in memory (often called top-down processing) in a dynamic process as we construct meaning about our environment and our relations to it. This is somewhat analogous to the difference between inductive reasoning (going from specific instances to a general conclusion) and deductive reasoning (going from a general principle to specific examples.) A similar distinction can be made between using information we derive from the senses and that generated by our imaginations.
A fourth principle generally accepted by cognitive psychologists is that the human organism has been genetically prepared to process and organize information in specific ways. For example, a human infant is more likely to look at a human face than any other stimulus. Given that the field of focus of a human infant is 12 to 18 inches, one can surmise that this is an important aspect of the infant's survival. Other research has discovered additional biological predispositions to process information. For example, language development is similar in all human infants regardless of language spoken by adults or the area in which they live (e.g., rural versus urban, Africa versus Europe.) All human infants with normal hearing babble and coo, generate first words, begin the use of telegraphic speech (e.g., ball gone), and overgeneralize (e.g., using "goed to the store" when they had previously used "went to the store") at approximately the same ages. The issue of language development is an area where cognitive and behavioral psychologists as well as cognitive psychologists with different viewpoints have fought many battles regarding the processes underlying human behavior. Needless to say the disussion continues. (Huitt, W. 2003) The development of concepts is thought to be one of the challenging issues of cognitive learning. Through all the different theories discussed, it provides a useful map to providing information processing in the classroom.
Resource
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
The 12 Brain/Mind Learning Principles
This article discusses the 12 Brain/Mind Learning Principles as known by Caine and Caine. The principles are intended to provide a framework for selecting selecting the methodologies that will maximize learning and make teaching more effective and fulfilling. (Posit Science Corporation 2010) This will be beneficial when operating as the designer or facilitator. You are provided with a blueprint designed around brain-based learning. Using this as a guide, it will allow the designer to provide a more effective training plan for the student. Having a motivated student will assist them in becoming more productive particularly when dealing with complex learning solutions. Relaxed alertness, orchestrated immersion and active processing are the three suggested elements for complex learning. This article provides key points on how to include them in learning.
Resource
BrainConnection.com is a Web resource from Posit Science Corporation . Retrieved July 10, 2010 from http://brainconnection.positscience.com/topics/?main=fa/brain-based3#A2
Resource
BrainConnection.com is a Web resource from Posit Science Corporation . Retrieved July 10, 2010 from http://brainconnection.positscience.com/topics/?main=fa/brain-based3#A2
The Information Processing Approach to Cognition
This article is a great resource that can be used to learn how information is stored in memory. It discusses several different theories of information processing where you begin to see the various viewpoints on cognitive psychology. It does share a few general principles that are common amongst cognitive psychologist allowing the reader to grasp the foundation. The development of concepts is thought to be one of the challenging issues of cognitive learning. Through all the different theories discussed, it provides a useful map to providing information processing in the classroom.
http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
Monday, July 5, 2010
This is truly welcome to the world of blogging for me. I am starting my journey towards a M.S. in Instructional Design & Technology with concentration in Training & Performance Improvement. I hope to gain knowledge from each of you throughout the course as we embark on the online learning community together. The sites listed below will be a resource as I continue to work in the Instructional Design field. Instructional Design and training is not one size fit all. Each site speaks to the future of Instructional Design and Technology in the classroom and workplace by discussing different areas it affects and methods to use.
Anatomy of an eLearning Lesson
http://empowerlms.wordpress.com/2010/06/25/anatomy-of-an-elearning-lesson-nine-events-of-instruction/
I found this blog to be extremely useful. It discusses the benefits of e-learning. The structures allows the individual to move through the site in a self-guided pace walking you through aspects that I had not yet considered myself. It also shares specific touch points that would need to be in place to make the training successful. This will be useful in providing you with a mock checklist to begin with. It will be useful in sharing the latest in incorporating e-learning to the classroom. It starts by providing feedback on preferred methods to gain attention of learners. This soon transitions you to begin the thought process of, “How do I enhance the retention so the individual is able to transfer the knowledge to the job?” This will be a key focus for me in retail. After the participant has received their training, most companies expect both profitability and performance improvement. How associates perform is often considered a reflection of the value of the training.
Performance Improvement
http://pdginnovates.wordpress.com/2010/07/01/bridging-the-performance-gap-training-is-just-part-of-the-solution/
Reni Gorman has been designing and delivering learning solutions for nearly 20 years. Training is not a one size fit all or the only component needed when seeking a behavior change. This blog speaks to this. As many companies have down sized and experienced an increase in early retirements the need to operate more efficiently is essential. With this loss, there have been tremendous gaps in performance. Here they offer different views on bridging the performance gap, as well as, discussing cognitive tips for the learners. Through my experience, I have found more productive associates when they understand the why behind the process and realize their contribution to the success of the big picture. This will be very beneficial in providing me with different techniques and views to consider, challenging my thought process as an instructional designer.
Project Management
http://eight2late.wordpress.com/2010/07/01/on-the-interpretation-of-probabilities-in-project-management/
This site provides an overview of project management essentials. It also covers the effects of organizational culture on the success of a project. Company culture has a direct impact on project flow and implementation design. This is a great collaboration of best practices in project management for organizations undergoing change management.
Anatomy of an eLearning Lesson
http://empowerlms.wordpress.com/2010/06/25/anatomy-of-an-elearning-lesson-nine-events-of-instruction/
I found this blog to be extremely useful. It discusses the benefits of e-learning. The structures allows the individual to move through the site in a self-guided pace walking you through aspects that I had not yet considered myself. It also shares specific touch points that would need to be in place to make the training successful. This will be useful in providing you with a mock checklist to begin with. It will be useful in sharing the latest in incorporating e-learning to the classroom. It starts by providing feedback on preferred methods to gain attention of learners. This soon transitions you to begin the thought process of, “How do I enhance the retention so the individual is able to transfer the knowledge to the job?” This will be a key focus for me in retail. After the participant has received their training, most companies expect both profitability and performance improvement. How associates perform is often considered a reflection of the value of the training.
Performance Improvement
http://pdginnovates.wordpress.com/2010/07/01/bridging-the-performance-gap-training-is-just-part-of-the-solution/
Reni Gorman has been designing and delivering learning solutions for nearly 20 years. Training is not a one size fit all or the only component needed when seeking a behavior change. This blog speaks to this. As many companies have down sized and experienced an increase in early retirements the need to operate more efficiently is essential. With this loss, there have been tremendous gaps in performance. Here they offer different views on bridging the performance gap, as well as, discussing cognitive tips for the learners. Through my experience, I have found more productive associates when they understand the why behind the process and realize their contribution to the success of the big picture. This will be very beneficial in providing me with different techniques and views to consider, challenging my thought process as an instructional designer.
Project Management
http://eight2late.wordpress.com/2010/07/01/on-the-interpretation-of-probabilities-in-project-management/
This site provides an overview of project management essentials. It also covers the effects of organizational culture on the success of a project. Company culture has a direct impact on project flow and implementation design. This is a great collaboration of best practices in project management for organizations undergoing change management.
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