The cognitive learning theory associates learning through a
process called information processing; basically, content is inputted into the
brain, moves into short term memory, and eventually using real-life connections
within the brain, into long-term memory.
It is with the network model of memory that allows dual coding and
episodic events to build long term memory knowledge (Laureate Education Inc.,
2011a).
Below you will see subcategories of information about how specific
instructional strategies can be applies to a production studio while exemplifying
the ideas of the cognitive theory.
Cues and Questions
The following ideas will help students to organize and
collect information. Please remember
that how the brain stores information from short term memory to long term
memory through information processing is pivotal in the cognitive theory (Laureate
Education Inc., 2011a).
A great Data Collection and Analysis Tool is
surveymonkey.com. I love this
source! I use it to get students and
teacher evaluations about our content.
It is easy to manipulate and is FREE.
Not only is it fast to create, but the data is organized for quick
references. The work flow is much better
than Google Docs in my opinion.
Encourage students to collect data for packages using survey monkey!
Advanced Organizers
An important aspect of cues
it to be specific and make sure students know what is expected (Pitler, Hubbel,
and Kuhn, 2012). A great way for
studenst to brainstorm and organize information to ensure they meet your cues
is through story boarding. Students do
not need to be great artists, they just need to know how to map out shot
composition and the content of their package.
Organization is the key. Students
can use a FREE online program like http://www.storyboardthat.com/
or there are multiple apps for smartphones and ipads. Just simply have students search the app
store. I still argue that sometimes a
simple paper and pencil system is ideal.
Summarizing
Obviously when discussing summarizing a Media Technology
class would focus on multimedia forms of expression; however, be careful to
keep the focus on the content and not the production itself. Sometimes students get caught up on the
creative process and entertainment value and miss the content analysis and
critical thinking aspect (Pitler et al, 2012).
Note Taking
I know when I was a students I hated taking notes. An important thing to remember about note taking
is to use a variety of formats (Pitler et al, 2012). I
never teach lessons back to back in the same format. One day I give students a copy of the notes
with blanks in it. This keeps them actively
engaged in the lesson. One lesson I may
encourage them to read the notes online before the lesson.
My favorite is to allow students to engage in
technology. The notes app on ipads and
iphones is a great resource. I actually
share my daily notes for my producer through my ipad notes. I have not used any note taking specific apps
or software though. Do not forget, this
si essential to building short terms memory.
Building associations between content and text through activity lends
itself to the cognitive learning theory (Laureate Education Inc., 2011a). Have you found success with any? Leave a comment in the comments section.
Virtual Tours
There are multiple reasons to use virtual tours in a
classroom. According to Dr. Orey,
virtual tours provide rich experiences for the classroom, provide a visual
experience to connect with prior knowledge, and provide an opportunity for
critical thinking (Laureate Education Inc., 2011b).
Although these are a great tool, I found trouble finding any
sources that directly matched the Media Technology curriculum. I searched for broadcast museums, news studio
tours, and history of television. If you
know of any virtual tours that would be helpful PLEASE leave them in the
comments.
I took a different approach and decided to use Google Earth
to allow my students to create and experience their own virtual tour. Using screen capturing software students can
use Google Earth to get b-roll and important content for news packages and feature
segments. Here is a great youtube playlist
of Google Earth tutorials by Radford University:
http://www.youtube.com/watch?v=7DqO29SxtVI&list=PL37C07499041C4517
References:
Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive
learning theory [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on
technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H.,
Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works (2nd ed.). Alexandria, VA: ASCD.
I found a way for students to enjoy taking notes. As you said, we must shake it up and do things differently by providing a variety of formats. Here is an excerpt from my discussion board post from our class:
ReplyDeleteToday in my 7th grade world history class we took notes together on the Etruscans, or early Romans. We used our textbook for information, and the students took turns typing the notes in bullet format into a Word doc on the computer which was projected onto the screen for the class to view. I modeled out loud how I would take these notes, as I selected pertinent information, and left out irrelevant details. The students were engaged as they relished the opportunity to type the information for the class to see. We learned the new information together as we also learned the strategy of note taking. Our lively discussion and engaging the students on how they thought the notes should be worded took out the mundane appearance of simply copying information from the textbook to the Word doc.
According to Dr. Orey from the Cognitive Learning Theories video, we only used the first two stages of information processing. We engaged in sensory input which was stored into short term memory. We did not utilize rehearsal yet, which will solidify the information into long term memory. We did use visuals, only in the sense that the students could see the words on the overhead. There was auditory processing as they heard me model how I would take notes. We combined declarative factual information with procedural knowledge-how to take notes. We also connected some of the facts learned earlier in a previous class the students had with me which could be classified as episodic, or a previous experienced event (Laureate Education, Inc., 2011). As we took notes together, we made some associations and connections to civilizations learned in the 6th grade. For example, Mesopotamia, the Indus Valley, and Egypt utilized irrigation, just as the Etruscans did.
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
I can imagine that you would have trouble finding a Virtual Field Trip for Media Technology. I do remember the link from the week 2 resources from our course, but it may be way too low level and it may not relate at all to what you actually do and teach in the classroom. Nevertheless, it is called Internet4Classrooms Tutorials.
Great post with good embedded links.
Debra Davis
Debra, thank you for posting the helpful information. I did look at Internet4classrooms.com, but it is outdated. We have the newest operating system on our iMacs and students have already received my Mac "bootcamp." haha. I was trying to find a virtual tour of Adobe AfterAffects or FinalCutProX, but didn't find anything outside of instructional tutorials.
ReplyDeleteMrs. Hales, I am glad to know that I am not alone. I hope were given some air of grace with this assignment considering we teach courses beyond the core subjects. I am sure you meet this struggle often, as I do. Since all of our current assignments are either produced for our show or in preparation of competition, doing a cross-curricular project would be similar to having students use Google Docs. It would air on the side of the constructivist theory. We have to be careful of copyright laws in using other virtual tours in our assignments. Thanks for the suggestion though!
Thank you for letting us know about the internet4classrooms link being outdated. Isn't this the way of technology? Just when I get used to an operating system (I still prefer Windows 7) everything is changed and we must relearn. This is true even with Microsoft Word! Frustrating for us old folks-especially when we are to utilize technology in the classroom and present it to our students. So many times they are worlds ahead of us, and they teach US things with regard to technology.
ReplyDelete