Cognitive Culture and Learning Project Greer

Cognitive Culture and Learning Project Greer

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  Cognition Culture andLearning Project: Personal Learning Networks and Connectivism James K. Greer EDUC 8401
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  Cognition, Culture andLearning Project: Personal Learning Networks and Connectivism Project Goal Social Media Blogs Data Bases Books & Articles Briefs & Reports Papers Discourse Observation Games Videos On-line Sites RSS Feeds From institution-centric, one-size-fits-all constructivism to Student-centric personal learning networks employing connectivism
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  Army units arefaced with a myriad of complex problems: Apply cognition and culture to improve learning and problem solving For the benefit of society Combatting Terrorism Humanitarian Disasters Challenging Operational Environments Declining Resources Cognition, Culture and Learning Project: Personal Learning Networks and Connectivism Project Purpose
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  Identify the contributionsof these four topics to learners employing personal learning networks with a connectivist approach Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Thinking Skills  Cognitive Science  Educational Neuroscience  Learning Theories  Constructivism  Connectivism  Culture
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  Cognitive science emphasizesbrain, mind and external connections And both individual and collaborative learning Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Cognitive Science  As cognitive load increases collaborative learning better than individual  Groups as collaborative processing systems of individual memories  Brain always searching for meaning through making connections  Self-regulation and self-efficacy critical to learning  Conceptual change theory – Learning changes perceptions
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  Educational Neuroscience presentsboth opportunities and challenges To improving educational approaches Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Educational Neuroscience  Learning styles affect the impact of hypermedia on learning  Mirror neurons affect learning new tasks; expert-novice approach  Simply applying biological neuroscience is not enough; cultural learning and context must be accounted for  potential for developing instructional theories based on neuroscience
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  Connectivism and constructionismenable student-centered Learning employing personal learning networks and technologies Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Learning Theories  Link social-constructivist, network and learning theories  Metaliteracy and transliteracy inform connectivism  Connectivism basis for learning in digital (virtual) spaces  Student-centered interactivity; but still key role for instructor/facilitator  Connectivism initially informal; gradually becoming formal
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  An effective collaborativelearning culture can shape And improve both individual and organizational learning Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Culture  Education discipline must adapt to emerging virtual culture  Virtual learning communities assist overcoming Vygotsky’s Zone of Proximal Development  Organic structures, communications and shared responsibility promote organizational learning cultures  Advantage of collaborative learning culture over transactional education in universities
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  An effective collaborativelearning culture can shape And improve both individual and organizational learning Cognition, Culture and Learning Project: 21st Century Competencies – Thinking Skills Themes Recurring across All Four Topics  Individual nature of learning; including self-regulation and self-efficacy, both critical to personal learning networks  Collaborative learning through connections to other learners is a 21st Century competency and promotes connectivism  In personal learning networks and connectivism there remains a critical role for the teacher and expert in the discipline  Understanding cognitive and educational neuroscience can improve instructional design
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  Cognition, Culture andLearning Project: 21st Century Competencies – Thinking Skills References – Cognitive Science Kirschner, F., Paas, F. and Kirschner, P. (2009). A cognitive load approach to collaborative learning: united brains for complex tasks. Educational Psychology Review. 21, 31-42. Kruse, G. (1998). Cognitive science and its implications for education. National association of Secondary school Principals. NASSP Bulletin. 82, 73-79. Schunk, D. (1998). An educational psychologist’s perspective on cognitive neuroscience. Educational Psychology Review. 10(4), 411-417. Zembylas, M. (2005). Three perspectives on linking the cognitive and the emotional in science learning: Conceptual change, soci0- constructivism and poststructuralism. Studies in Science Education. 41(1/2), 91-116.
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  Cognition, Culture andLearning Project: 21st Century Competencies – Thinking Skills References – Educational Neuroscience Chen, S. and Macredie, R. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology. 53(1), 3-15. Collins, J. (2007). The neuroscience of learning. Journal of Neuroscience Nursing. 39(5), 305-310. Schumacher, R. (2007). The brain is not enough: potentials and limits in integrating neuroscience and pedagogy. Analyse and Kritik. 29(1), 38- 46. Varma, S., McCandliss, B. and Schwartz, D. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher. 37(3), 140-152.
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  Cognition, Culture andLearning Project: 21st Century Competencies – Thinking Skills References – Learning Theories Couros, A (2006). Open, connected, social – implications for educational design. Campus Wide Information Systems. 26(3), 232-239. Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review. 39(4), 675-685. Hogg, N. and Lomicky, C. (2012). Connectivism in post secondary on line courses. The Quarterly Review of Distance Education. 13(2), 95-114. Sangra, A. and Wheeler, S. (2013). New informal ways of learning: Or are we formalizing the informal? In: “Informalisation of Education” *online dossier]. Universities and Knowledge Society Journal(RUSC). Vol. 10, No 1, pp. 286-293.
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  Cognition, Culture andLearning Project: 21st Century Competencies – Thinking Skills References – Culture Gueverra, J. (2007). Repositioning for a virtual culture. On the Horizon. 15(3), 139-144. Lim, C., Hung, D., Wong, P. and Hu, c. (2004). The pedagogical design of ICT integration in online learning: A case study. International Journal of Instructional Media. 31(1), 37-47. Rebelo, T. and Adelino, D (2010). Conditioning factors of an organizational learning culture. Journal of Workplace Learning. 23(3), 173-194. Jaccaci, a. (1989). The social architecture of a learning culture. Training and Development Journal. 43(11).