Reflection on Module 2 (part 2 of 3)

Cognitive approaches were also discussed this during Module 2.

Winn (2004) discussed the significance of inclusion of the mind as part of learning and not just measurable, scientific observations available through behaviorist approaches. He also reiterated what Gestalt Psychological principles have taught in that students must learn all of the parts before they learn the whole. These parts are often affected by their prior experiences that are a reality of the mind (as opposed to behaviorists that tend to ignore the mental part of reality).

In my practice, I think cognitive processing theories are still very relevant and a key consideration in how I design materials for use with instructors and students where I work. While I tend to ignore kinesthetic practices on a regular basis, I do make sure that I present or provide opportunities for hands on practice of what I teach as well as a pictoral model of the information I'm trying to convey. I use images, clip art, videos, and record my voice (or others) that are readily available on the web today. I allow learners to choose which way they would like to receive information before I send it their way. I also provide training materials both as visual/auditory in a video and as a step by step document. This allows our instructors or students to choose a path that will suit their own learning style and ways they process information best.

Cognitive learning theory is still very relevant, especially what we now know about how the brain reacts when different types of stimulus is given to humans. Anything that designers or instructors can do to play to the cognitive processing theories and preventing overload can only enhance student's learning. Most learners can relate to instruction that has useful images and relevant audio that have enhanced their absorption of content and thus, learning and construction of knowledge. In addition to designing content that is conducive to the way humans process information, also important considerations are other aspects that often interfere with learning.

Online approaches to education can play better to other interferences in learning. One example is the idea that learners login to class when they want to, thus assuming that this is mostly when they are ready to learn content. The mind must be ready to take in new information and doing this at a time that is convenient for students can only enhance the affective domain in learning. Another example is in the design of a website. Nothing is more frustrating in an online class than trying to figure out how to do what it is you need to do. Hsu (2006) states that "instructors and educational website designers may want to use nonlinear navigation as the major mode for intended websites and linear navigation when a fixed linear learning sequence is deemed necessary regarding the content being delivered." I would argue that a consistent path to the linear learning sequence is what we are aiming at. Frustration, like affective domain issues, and cognitive processing all play the same role for learners in that, when designed poorly, they prevent learners from learning (processing) information.

Winn, W. (2004). Cognitive perspectives in psychology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology

Hsu, Y. -C. (2006). Better educational website interface design: The implications from gender-specific preferences in graduate students. British Journal of Educational Technology 37(2), 233-242..