Module 2

Foundation and Assumptions of Cognitive Science

Information processing theory; review of behaviorism and cognitivism

Multimedia learning is rooted from the study of human cognition. Before we dive into the arena of multimedia learning, let’s take a look at how the information is processed in the human brain. Driscoll (2005) states that the three states of information processing system are: sensory memory, working memory, and long-term memory. The study of the development of complex behaviors can be explained by this model. Guenther (1998) tries to present background of historical factors in the development of cognitive science, especially in relation to the history of science itself and earlier Greek and Roman work.

From EDIT700, you were introduced to the theory and principles of instructional design. Smith and Ragan’s two book chapters (1999) only serve as the review of the instructional design, refreshing your knowledge about it.

Goals and Outcomes

Goals

During this module, students will:

  • expose to the information processing system
  • understand the relationships among sensory memory, working memory, and long-term memory
  • learn about the current state of cognitive science
  • learn about the foundations and history of instructional design.

Outcomes

After completing this module, students will be able to:

  • describe sensory memory, working memory, and long-term memory of the information processing system
  • describe the relationships among sensory memory, working memory, and long-term memory
  • identify key points of perspectives on the human mind according to Gunter’s analysis.
  • define the current state of cognitive science
  • identify different types of teaching according to Smith and Ragan
  • describe the definition of instructional design
  • identify main components of the instructional design process.

Selected Readings

Required

  • Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 71-77). Boston, MA: Allyn and Bacon.
  • Guenther, R.K. (1998). Introduction and historical Overview.Human Cognition (pp. 1-27). Upper Saddle River, NJ: Prentice Hall.
    Download (PDF, 1.2 MB)

Recommended:

  • Smith & Ragan (1999). Introduction to Instructional Design. Instructional Design (pp. 1-12). New York: Wiley.
    Download (PDF, 876 KB)
  • Smith & Ragan (1999). Foundations of Instructional Design. Instructional Design (pp. 13-29). New York: Wiley.
    Download (PDF, 1.4 MB)

“To Do” List

Discussions

The Flow of Information During Learning

Driscoll identifies three stages in the flow of information during learning. Please use the same stages to describe an instructional incident of your own teaching or training. In other words, explain when and what your students/learners went through the stages of sensory memory, short-term memory, and long-term memory during one of your instructional sessions. You should start this post by describing your instructional unit or lesson and continue with the analysis of the flow of information.

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Annotated Bibliographies for Module 2

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • describe sensory memory, working memory, and long-term memory of the information processing system
  • describe the relationships among sensory memory, working memory, and long-term memory
  • identify key points of perspectives on the human mind according to Gunter’s analysis.
  • define the current state of cognitive science
  • identify different types of teaching according to Smith and Ragan
  • describe the definition of Instructional Design
  • identify main components of the instructional design process

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

    1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.