Cognitivism, Social Cognitivism and Connectivism

Prepared by Connie Germono

(In partial compliance to IDT100x Instructional Design and Technology: Learning Theories)

The theory of Cognitive Growth was popularized in 1960 when Jerome Bruner wrote a book entitled, “The Process of Education and Towards a Theory of Instruction” (Smith, 2002). According to Bruner, there are four (4) key themes for cognition (1960, p. 11-16):

1. Structure as the central in teaching. This means that rather than mastery and techniques, how the learning is structured in teaching is more

important.

2. Readiness for Learning. This support the concept of Spiral Curriculum.

Howard Johnston explained that the spiral curriculum based on Bruner’s work has the following features:

* Topic is revised throughout the school year.

* Complexity increases with each revisit.New learning is put into the context from the old learning.

3. Intuition and analytical thinking is essential in productive thinking.

4. Motive is the best stimulus to learning.

Meantime, Albert Bandura (1977) introduced the concept of Observation Learning and Mediational Process - Social Learning Theory (McLeod, 2016). Bandura’s concept bridges Behaviorism to Social Cognitivism. According to him, a child learns through observation and imitation. The child adapts the behavior based on what he/she observes taking into account the reinforcement or punishment given by an adult. Meantime, not all behavior that the child observes are imitated. Learning happens when the child takes into account the outcomes/result of such behavior.

Self-efficacy is also important in learning. This mean that an individual is capable to do the task, hence, mastery plays a role in social cognitivism.

For learning to happen, the following must be considered:

• Attention - Extent to which behavior was demonstrated or noticed

• Retention - How well behavior is remembered

• Reproduction - Ability of the individual to perform the same behavior demonstrated

• Motivation - The will to perform the behavior

Connectivism was introduced by George Siemens and Stephen Downes which takes into consideration the latest development in technology. As defined by Siemens, Connectivism is the “integration of principles explored by chaos, network, connectivity and self-organization theories.” In this concept, an individual think of networks. This means that he/she makes sense of the data presented, how it was connected with other concepts and links the patterns, if needed, in order to arrive at a meaningful and memorable learning. Hence, the capacity to know more and see connections is an important skill for the individual to stay updated and knowledgeable in the changing times. Lifelong learning is encouraged and must be nurtured to ensure that the knowledge and skill of an individual will stay relevant and current in the era where Digital Revolution is ongoing.

Decision making, according to Seimens, is a learning process. Due to the exponential shift in technology, one must be able to adapt new mindsets and ways of doing things. Sense making on what is critical and important to the existing environment in order to arrive at a sound decision.

Cognitivism and Connectivism has both recognized the importance on how the mind works. For mastery to happen, the mind should be able to process information and hold it our memory at any given time. However, there is a limit on how much information the mind can handle. The Cognitive Load Theory (CLT) developed by John Sweller defines cognitive load as the amount of information that woking memory can hold at one time (Sweller, 1988). According to him, working memory (1) processes visual and auditory separately and that it (2) treats established schema as a single item. Because of this, working memory has a limit and can be overloaded if data were presented in different forms simultaneously or unknown concepts were suddenly introduced without prior induction.

Therefore, cognitive overload should be minimized to ensure that only essential information are given to the learners. As a general rule: LESS is often more (Sweller, 1998).

Mayer and Moreno (2003) presented 9 ways to reduce Cognitive Load in Multimedia Learning:

1. Modality - Words are presented as narration instead of on-screen text.

2. Segmentation - Lesson is presented in learner-controlled segments.

3. Pre-training - Learners already posses schemas prior being introduced to a much complicated topic.

4. Coherence - Eliminate extraneous (unnecessary) materials

5. Signaling - Use of cues or signals in the presentation

6. Spatial Contiguity - Printed words are placed near corresponding graphics

7. Redundancy - Avoid printed items/text were also narrated at the same time

8. Temporal Contiguity - Animation and narration are presented simultaneously

9. Spatial Ability - High spatial learners benefit more from well designed instruction than low spatial learners.

In essence, the learners challenge in the light of the new era where the environment is considered as volatile, uncertain, complex and ambiguous (VUCA), is to assimilate relevant and up to date knowledge and skills.

Relevant learning will occur if an individual will be able to link information/ideas, maintain networks, open to learn new concepts, adapt to new way of doing things, determine which information or skills are critical and reflect on what matters most in the rapidly changing landscape of the environment.

Learning Scenarios:

Some of the ways on how my grandmother taught me how to read - 1st personal learning experience -

“I still had difficulty reading when I was in Grade 1 but I succinctly remember my grandmother asking me to read series of words with a ruler on her hand. The sessions were scheduled and she used the ruler to point out the words. I can't remember when I finally learned to read but I know it was through her patience and continuous practice that I learned to read.”

was an example of cognitivism in terms of observation and imitation. Although behaviorism principle was used due to the reinforcements she used. I remembered her demonstrating how to say the words and letters first before she asked me to read on my own. In a way, there was a structure in terms of teaching me how each letter sounds and combine it with other letters. The continuous practice was like a spiral curriculum, wherein, words that I need to read were getting difficult in the next lesson. She was a teacher and she speaks to us in English all the time. This had influenced me to learn to read english words while listening to her on top of learning to read Filipino as well. Cognitive overload was not an issue as she used modality (narration with visuals) and segmentation (depending on my capacity to learn). A time limit of 1 hour was also spent to reading. After few years, I was able to read on my own and even spell english words without her assistance.

Meantime, my personal experience when I was in HS/College can be somewhat an example of Constructivism and Connectivism -

“I learned organization and critical thinking when I was both in HS and College. However, it is not particularly inside the classroom when I learned this but from joining school organizations where I was tasked to do things from organizing a class project, campus activity or network with other organizations. Though those were considered extra curricular activities, the exposure I got taught me things that are still relevant to what I am now doing.”

The exposure I got from various organizations has given me the opportunity to learn through establishing connections. At a young age, when I handle class or campus projects and were given the chance to interact with other people, I was able to form in my mind what organizing means. It was an informal learning wherein I get to sense what to do by interacting with various individuals (students, teachers, external providers, school administration). I have learned who to approach, coordinate and implement the plans, map out activities and interact with different people. Overtime, I was able to enhance my ability and continuously learn from experience, the environment and from other people.

References:

Smith, M.K. (2002). Jerome Bruner and the Process of Education, The Encyclopedia of informal education. Retrieved from http://infed.org.mobi/jerome-bruner-and-the-process-of-education/

Johnston, H (March 2012). The Spiral Curriculum, Research into Practice. Education, Partnership, Inc., Retrieved from www.files.eric.ed.gov/fulltext/ED538282.pdf

McLeod, SA (2016). Bandura - Social Learning. Retrieved from www.simplypsychology.org/bandura.html

Cognitive Load Theory by The Mind Tools Content Team. Retrieved from https://www.mindtools.com/pages/article/cognitive-load-theory.htm

Sorden, S.D., (2005). A Cognitive Approach to Instructional Design for Multimedia Learning. Informing Science Journal. Vol. 8

Seimen, G. (2004). A Learning Theory for the Digital Age (updated April 5, 2005). Retrieved from http://www/elearnspace.org/acrticles/connectivism.htm

Mayer and Moreno (2003). Nice Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psychologist, 38 (1), 43-52, Lawrence Erlbaum Associates, Inc.

Bennet and Lemoine (2014). What VUCA Really Means for You, Harvard Business Review from January to February 2014 issue

Lawrence, Kirk (2013). Developing Leaders in a VUCA Environment, UNC Executive Development 2013. Retrieved from www.execdev.unc.edu

#Cognitivism #Connectivism #Constructivism #PersonalLearning