Session 6: Issues in Online Learning and Cognition

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Session 6 Issues in Online Learning and Cognition

• An overview of the session(s)
• The Cognitive Science of Learning (Fischler)
• Learner Models in E-Tutoring Systems (Corbett)
• Cognition and Instructional Design (Ferdig,
  Mendoca)
• Learning objectives and principles of RLO Design
  (McGee)
• Making RLO Libraries Accessible and Useable
  (Foti)

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Cognitive Science Aspects of Learning Acquiring
New Concepts, Knowledge, and SkillsIra
FischlerPsychology DepartmentUniversity of
FloridaPGL Workshop on E-Objects and
SystemsOrlando, FL June 3-4 2004
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Useful Concepts from the Old Science of Learning

• Amount of practice drives most of the variance in
  learning
• Material should be distinctive to avoid
  interference
• Spaced practice is best for long-term retention
• Reinforcement, interest and reward mediate,
  rather than cause, learning

4
Information-Processing The Human Factors of
Learning

• Attentional focus and resources
• Working memory and the control of attention
• Accessing relevant knowledge from long-term
  memory
• Metacognitive knowledge and strategies as
  learners

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The New Science of Learning

• Learning establishes new declarative and
  procedural knowledge
• Is the balance different in education versus
  training?
• Learners have pre-existing knowledge (mental
  models) that may help, or hinder, new learning

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The New Science of Learning

• Learning may involve
• mapping new concepts to old structures
  (assimilation?) and analogical thinking
• modifying old structures (accommodation?)
• Creating new structures for a new domain

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The New Science of Learning

• With learning comes expertise
• Rich foundation of factual knowledge
• Organized around underlying principles
• Facilitates retrieval and application
• Metacognitive strategies for approaching and
  solving problems
• Affords better understanding and transfer

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The New Science of Learning

• Learning, and strategies, are domain-specific
• Instructional strategies, as well as content,
  must be domain-specific
• There is no best method of instruction, but the
  right tool for the right task
• The devils in the details

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Cognitive Science, Learning and RLOs A Sampler
of Implications

• Modeling the knowledge to be acquired
• Modeling the learner and their state
• Making the RLOs accessible
• Accomodating IP limits
• Accomodating learning styles
• Using formative assessment tools