Principle - Cognitivism

Cognitivism

Summary

Utilising scaffolds (digital stories) which incorporate and acknowledge prior learning of learners, encouraging them to discover and find their own solutions and lead to long lasting change and learning.

Authors

Potenza Atiogbe reviewing Discovery learning (Learning Theories, 2014), Instructional Design Models and Theories: The Discovery Learning Model - eLearning Industry (Pappas, C., 2014) and Scaffolding instructional strategy transcript (The Open University, 2020) and A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory (Moreno and Mayer, 2000).

Description

Using the digital stories as scaffolds to support the learning of attendees. The stories should incorporate prior knowledge not just about prisoners but the raison d'être of working in the NHS which is providing outstanding patient care to all patients every day. This also includes their ethical and professional code of conduct e.g. Hippocratic oath for doctors. In addition, incorporating other elements of discovery learning including problem solving. Learners can come up with their own solutions. This would encourage learners to find their own solutions from the information given via the scaffold (digital story) and their prior knowledge. Learner management is important, so staff can choose to access the stories and participate and learn alone or with others.

Reference frameworks

Discovery learning

A Cognitive Theory of Multimedia Learning

Scaffolding instructional strategy

Tips (Challenges, Limitations, Tradeoffs, Pitfalls)

• Huge variations in prior knowledge of the learner and skills aptitude of learner will make it more difficult for instructors to achieve the goal of long-term learning which is ultimately what the point is of creating the digital stories. We want all staff (clinical and non-clinical) to provide empathetic care to prisoners.

• Reliant on non-observable cognitive processes to assess success. How can you successfully measure the impact?

• Reductionist approach – oversimplifying human behaviour and not recognising the social and environmental factors

Connections

Higher level principles

This really looks at learner centred scaffolds and sense making and problem solving through those scaffolds individually or in groups.

Lower level principles

The discovery element of learning should encourage people to search for their own solutions to deliver ethical care to prisoners whether this is alone or with others.

References

Learning Theories (2014) Discovery learning, [online] Available at: http://limfabweb.weebly.com/uploads/1/4/2/3/14230608/bruner_and_discovery_learning.pdf (Accessed 10 April 2021).

Moreno, R. and Mayer, R. E. (2000) A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory, Interactive Multimedia Electronic Journal of Computer Enhanced Learning, [online] Available at: http://web.archive.org/web/20160223084032/http:/imej.wfu.edu/articles/2000/2/05/index.asp (Accessed 10 June 2021).

Pappas, C. (2014) Instructional Design Models and Theories: The Discovery Learning Model - eLearning Industry, elearningindustry.com, [online] Available at: https://elearningindustry.com/discovery-learning-model (Accessed 10 April 2021).

The Open University (2020) H817-21B PIDP3106 - Scaffolding instructional strategy transcript, [online] Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=1729504 (Accessed 10 April 2021).

Yilmaz, K. (2011) The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), pp. 204–212, [online] Available at: http://www.tandfonline.com/doi/full/10.1080/00098655.2011.568989 (Accessed 1 June 2021).