KEY CONCEPTS & PRINCIPLES

This Cognitivism Learning Activity demonstrates I can effectively research and explain learning theory. Seeking and describing knowledge about the main principles of a theory is the basis of making design decisions for instructional activities, a foundational skill in the field of Instructional Design.

Each week in EDCI 531, we focused on a new learning theory. Through careful reading and participation in learning activities, we deepened our understanding of major concepts. For cognitivism, our task was to explain the learning theory to 3 different age groups - young children, teenagers, and professionals. We had to think about the best approach for explaining the information to each individual in a way that best suited their comprehension. I started with the main definition of cognitivism and depending on the person, I adjusted the vocabulary. For example, with my 17-year-old student, I explained cognitivism as the way a person’s brain “processes information,” whereas, for my 5-year-old daughter, I simplified the description as the way a person’s brain “makes sense of information.” I then elaborated on these definitions by providing examples that connected to their individual experiences. 

Revisiting these learning theories has reaffirmed how useful these explanations are in a professional context. I have studied and applied theories consciously and subconsciously throughout my career as an educator. During evaluation feedback with my administrators, I often justify instructional choices based on learning theory. Admittedly, in most other circumstances, it has become a natural habit to apply theories, but not necessarily describe them. One key example of an area in which explanation would have been useful is during feedback sessions with my grade-level teammates. As the lead teacher, I conduct observations to provide feedback to my teaching team. Many of the best practices I suggest are based on learning theory, but I should make more of an effort to explain the theories behind the practice. This will help teachers create more meaning to help them continue creating lesson plans based on research. Teachers are lifelong learners, and like students, often need a refresher to help make more intentional decisions that support learners. Thinking ahead as a designer, I will need to explain design decisions to team members and stakeholders to justify how I have selected theories for specific activities that meet learning goals. To do that, however, I must first research and explore these theories to fully grasp their purpose and effectiveness in context. 

Rewatching the video made me consider different approaches I might take when describing theory to audiences who may not be familiar with the concepts. It is important to remember to focus on depth of knowledge over breadth of knowledge. For learners who had no prior knowledge, rather than getting into the many angles of cognitivism, I should have stuck to the basics and focused on deepening their understanding. Instead, I went into explanations of modeling and self-efficacy. My 17-year old student seemed to understand, but I think it was too far beyond my daughter’s comprehension. This is key to remember during project development meetings with stakeholders and other teams who may not have the foundational knowledge of learning theory. It is better to provide a thorough, quality explanation that is easily understood by the audience rather than simply list off ideas with little elaboration. 

Whether I am a student in the LDT program explaining theories to demonstrate my mastery, an instructional designer informing my team about design choices that I made based on relevant theory principles, or an educator supporting colleagues with feedback to improve their teaching practices, the ability to research and explain learning theories is the first step in so many of the processes that follow.