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Annotated Bibliography 4
Driscoll, M. (2005). Meaningful learning and schema theory. Psychology of Learning for Instruction (3rd ed.) (pp. 111-152). Boston, MA: Allyn and Bacon.
Driscoll (2005) discusses meaningful learning and schema theories. First, meaningful learning theory means that the learner understands the material from a profound lesson. In order for a lesson to be profound, the learner “…must employ a meaningful learning set to any learning task” (Driscoll, 2005, p.116). Next, the matter of the lesson must have the capacity to be profound. Third, the learner must utilize prior knowledge to create new knowledge.
Driscoll (2005) discusses the system of arrangement in the mind. The system is attached to a main idea and branches out details which can link to new knowledge. The system can add new details to the current system, or the system can connect to new thoughts or additional explanations. Additionally, a new main idea can be created from old main ideas, or a new main idea comes from a wide array of new main ideas. All these concepts are utilized in integration of new thoughts- but learners must have existing arrangements before learning can begin.
Finally, Schema theory is defined as a network in which understanding is symbolized and utilized. Furthermore, “mental models are schemata that guide and govern performance as one undertakes some task…” (Driscoll, 2005, p.130). Schemata can be altered in many different ways by advance organizers. The implications for instruction are to utilize advance organizers as much as possible; utilizing either words or images to obtain new knowledge. Advance organizers can include utilizing graphic organizers, utilizing word analogies, utilizing similarities and differences, utilizing vague prior information at the beginning of the lesson and slowly beginning to reach desired specificity. All foregoing techniques create new knowledge. Also, teachers should ask learners for constant clarifications and estimations on problems to adjust schemata. New strategies should be relatable to the learner, practical for the learner, and can be effortlessly utilized.
Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.) (pp. 153-184).Boston, MA: Allyn and Bacon.
Driscoll (2005) examines the Situated Cognition theory. This theory means that the social setting and the actions of the individuals help learners gain knowledge. Learners partake in a group in which they gain knowledge and are members of other groups and gain knowledge there. Furthermore, learners’ exchanges are influenced by the social setting. Teachers need to value the learner’s social setting and allow learners to express their way of life. The Situated Cognition theory needs learners to be active in their courses in order to be successful.
Learners are a part of legitimate peripheral participation, which means a learner is a part of “...the social organization and control over resources” (p.166, Driscoll, 2005). At the beginning the learner is a beginner, and over time they become proficient learners of the system. Learners partake with other learners, groups, and broader associations. Internships are encouraged for learners where the proficient learner initially gives some tasks and gradually gives more command to the intern.
Another important aspect of the Situated Cognition theory is that signs make knowledge, such as “…index…icon… [and] symbol…” (p. 171, Driscoll, 2005). In this case, symbols mean the speech between individuals in a group. Overall, these insignia lead to awareness of the event. Signs in our way of life may be different in other ways of life.
In terms of instruction, learners should engage in internships to gain experience. Second, learners should partake in narratives with challenges where leaners try to determine a solution to the challenges. Third, the teacher and learners should be learning together in groups, which creates personal accountability for all individuals involved in the group. Finally, teachers should consistently evaluate learners and change the learning if necessary. Also, teachers should have students make folders of documents during their time in the community to demonstrate accomplishments.
Mayer, R.E. & Pilegard C. (2014). Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.
Mayer and Pilegard (2014) review research on the segmenting, pre-training, and modality principles. They begin on new but similar in meaning word to cognitive overload called “…essential overload...” (Mayer and Pilegard, 2014, p. 317) This strain on the learner brain is caused by too much software, which goes over the mental threshold.
Three principles are introduced- first, the segmenting principle, which states that learners understand material better when the learner can manage a lesson at their speed as an alternative to a lesson going along with no restraint. Second, the pre-training principle declares that if a learner knows the term and features of the ideas in the lesson before starting a multimedia presentation, the learners will understand the material better. Third, the modality principle asserts learners understand material better with multimedia that uses speech rather than written words..
Mayer and Pilegard (2014) discuss the justification behind these theories, which is that image and spoken structures of our brains can only absorb so much information. With essential overload then, the learner has difficulty achieving complete comprehension of the topic presented. Models of each principle are explained, and then the research is examined, which displays that all principles have high average positive effect sizes. The researchers say that instructional designers can gain insight from these studies because the studies help decrease mental burden during instruction. Further experiments need to be conducted in the classroom setting to see if the principles are still valid.
Overall, instructors need to make sure lessons are presented at a gradual pace, knowledge of vocabulary and other concepts are known before multimedia presentations, and be aware that talking multimedia programs are more helpful to learners.
Lawless, K.A. & Brown, S.W. (1997). Multimedia learning environments: Issues of learner control and navigation. Instructional Science 25: 117-132. Doi: 10.1023/A:1002919531780
I selected the Lawless and Brown (1997) article because the researchers examine how schema theory relates in a multimedia environment and provides insight on learner control of content. They state that new knowledge is constructed when the learner acts together with the setting. When a learner obtains knowledge, the learner is participating in “…an active constructive process” (Lawless and Brown, 1997, p.118). Therefore, the authors examined learner control in a multimedia setting because the learner, not the instructor, guides what the learner understands.
Initially, the research indicated that learner control was positive because the learner was able to construct a cerebral template to comprehend problems. Overall, learners’ accomplishments increased and lesson time was reduced with learner control. However, learners were not learning as much material as when given direction for the material. Program control was theorized to be utilized when techniques are being taught. This theory of program control was not true in an experiment when learners were asked to make animal objects out of paper, which found that learner control was effective over program control, but not efficient.
Lawless and Brown (1997) pose the question: how much control should the learner have? When creating multimedia programs, instruction should be planned by subject matter. However, the learner’s prior knowledge and skills play a critical role in learner control. Additionally, the Cognitive Flexibility Theory states that learner should understand procedures to understand the subject matter better.
Finally, learners need clear objectives in lessons in order for material to be successful where learners have control. Lawless and Brown (1997) end the article by stating that instructional designers should base their products on educational theories for effective results. The implications for the instructional designer is make sure the designer understands the learner’s capabilities and knowledge before giving the learner power in a program.
Driscoll (2005) discusses meaningful learning and schema theories. First, meaningful learning theory means that the learner understands the material from a profound lesson. In order for a lesson to be profound, the learner “…must employ a meaningful learning set to any learning task” (Driscoll, 2005, p.116). Next, the matter of the lesson must have the capacity to be profound. Third, the learner must utilize prior knowledge to create new knowledge.
Driscoll (2005) discusses the system of arrangement in the mind. The system is attached to a main idea and branches out details which can link to new knowledge. The system can add new details to the current system, or the system can connect to new thoughts or additional explanations. Additionally, a new main idea can be created from old main ideas, or a new main idea comes from a wide array of new main ideas. All these concepts are utilized in integration of new thoughts- but learners must have existing arrangements before learning can begin.
Finally, Schema theory is defined as a network in which understanding is symbolized and utilized. Furthermore, “mental models are schemata that guide and govern performance as one undertakes some task…” (Driscoll, 2005, p.130). Schemata can be altered in many different ways by advance organizers. The implications for instruction are to utilize advance organizers as much as possible; utilizing either words or images to obtain new knowledge. Advance organizers can include utilizing graphic organizers, utilizing word analogies, utilizing similarities and differences, utilizing vague prior information at the beginning of the lesson and slowly beginning to reach desired specificity. All foregoing techniques create new knowledge. Also, teachers should ask learners for constant clarifications and estimations on problems to adjust schemata. New strategies should be relatable to the learner, practical for the learner, and can be effortlessly utilized.
Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.) (pp. 153-184).Boston, MA: Allyn and Bacon.
Driscoll (2005) examines the Situated Cognition theory. This theory means that the social setting and the actions of the individuals help learners gain knowledge. Learners partake in a group in which they gain knowledge and are members of other groups and gain knowledge there. Furthermore, learners’ exchanges are influenced by the social setting. Teachers need to value the learner’s social setting and allow learners to express their way of life. The Situated Cognition theory needs learners to be active in their courses in order to be successful.
Learners are a part of legitimate peripheral participation, which means a learner is a part of “...the social organization and control over resources” (p.166, Driscoll, 2005). At the beginning the learner is a beginner, and over time they become proficient learners of the system. Learners partake with other learners, groups, and broader associations. Internships are encouraged for learners where the proficient learner initially gives some tasks and gradually gives more command to the intern.
Another important aspect of the Situated Cognition theory is that signs make knowledge, such as “…index…icon… [and] symbol…” (p. 171, Driscoll, 2005). In this case, symbols mean the speech between individuals in a group. Overall, these insignia lead to awareness of the event. Signs in our way of life may be different in other ways of life.
In terms of instruction, learners should engage in internships to gain experience. Second, learners should partake in narratives with challenges where leaners try to determine a solution to the challenges. Third, the teacher and learners should be learning together in groups, which creates personal accountability for all individuals involved in the group. Finally, teachers should consistently evaluate learners and change the learning if necessary. Also, teachers should have students make folders of documents during their time in the community to demonstrate accomplishments.
Mayer, R.E. & Pilegard C. (2014). Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.
Mayer and Pilegard (2014) review research on the segmenting, pre-training, and modality principles. They begin on new but similar in meaning word to cognitive overload called “…essential overload...” (Mayer and Pilegard, 2014, p. 317) This strain on the learner brain is caused by too much software, which goes over the mental threshold.
Three principles are introduced- first, the segmenting principle, which states that learners understand material better when the learner can manage a lesson at their speed as an alternative to a lesson going along with no restraint. Second, the pre-training principle declares that if a learner knows the term and features of the ideas in the lesson before starting a multimedia presentation, the learners will understand the material better. Third, the modality principle asserts learners understand material better with multimedia that uses speech rather than written words..
Mayer and Pilegard (2014) discuss the justification behind these theories, which is that image and spoken structures of our brains can only absorb so much information. With essential overload then, the learner has difficulty achieving complete comprehension of the topic presented. Models of each principle are explained, and then the research is examined, which displays that all principles have high average positive effect sizes. The researchers say that instructional designers can gain insight from these studies because the studies help decrease mental burden during instruction. Further experiments need to be conducted in the classroom setting to see if the principles are still valid.
Overall, instructors need to make sure lessons are presented at a gradual pace, knowledge of vocabulary and other concepts are known before multimedia presentations, and be aware that talking multimedia programs are more helpful to learners.
Lawless, K.A. & Brown, S.W. (1997). Multimedia learning environments: Issues of learner control and navigation. Instructional Science 25: 117-132. Doi: 10.1023/A:1002919531780
I selected the Lawless and Brown (1997) article because the researchers examine how schema theory relates in a multimedia environment and provides insight on learner control of content. They state that new knowledge is constructed when the learner acts together with the setting. When a learner obtains knowledge, the learner is participating in “…an active constructive process” (Lawless and Brown, 1997, p.118). Therefore, the authors examined learner control in a multimedia setting because the learner, not the instructor, guides what the learner understands.
Initially, the research indicated that learner control was positive because the learner was able to construct a cerebral template to comprehend problems. Overall, learners’ accomplishments increased and lesson time was reduced with learner control. However, learners were not learning as much material as when given direction for the material. Program control was theorized to be utilized when techniques are being taught. This theory of program control was not true in an experiment when learners were asked to make animal objects out of paper, which found that learner control was effective over program control, but not efficient.
Lawless and Brown (1997) pose the question: how much control should the learner have? When creating multimedia programs, instruction should be planned by subject matter. However, the learner’s prior knowledge and skills play a critical role in learner control. Additionally, the Cognitive Flexibility Theory states that learner should understand procedures to understand the subject matter better.
Finally, learners need clear objectives in lessons in order for material to be successful where learners have control. Lawless and Brown (1997) end the article by stating that instructional designers should base their products on educational theories for effective results. The implications for the instructional designer is make sure the designer understands the learner’s capabilities and knowledge before giving the learner power in a program.