Cognitivism or Connectivism
Cognitivism refers to the way in which we process information and the way in which knowledge is built.
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Social Cognitivism refers to learning through observing and imitation (McCloud:2016). To be effective in learning in this way, a person must adapt and adjust that which they have learnt, but they must also believe in their ability to learn something for it to be effective.
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If we study cognitive load theory, it is important to understand that there are three components to processing information (Mindtools:1996-2017):
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Sensory memory
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Working memory
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Long-term memory
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When a person is busy with a task, sensory memory allows that person to filter out unnecessary sensory information, for example if you are driving your car and focusing on the traffic, you might not notice that a building on your daily route has been painted a different colour. (Mindtools: 1996 - 2017).
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Information is passed on from your sensory memory to your working memory and then some of this information is stored and some discarded (Mindtools 1996 – 2017) There is a limit to the amount of information that can be stored in the working memory (Sorden:2005). Approximately 5 to 9 items or chunks of information can be held in working memory at a time (Mindtools:1996-2005).
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When a person is learning, the information is stored in the working memory until it has been processed to such a degree that it can be taken up into the long-term memory (Mindtools:1996-2005).
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Cognitivism
Connectivism
Connectivism is not a learning theory, but it refers to the way in which information is structured. It commonly refers to building networks of knowledge.
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Because of technology and the sheer volume of knowledge a learner needs to function these days, they can no longer rely on actual knowledge or experience of a topic, but have to learn through other people’s experiences. We derive competence from forming connections (Siemens:2004).
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In other words, we can use learning that doesn’t necessarily happen internally, it can be outside of ourselves, it can even be part of a database, but what becomes very important then is the connections to that learning and ability to retrieve that learning when necessary.
Sources
McCloud, S (2016) Bandura – Social Learning Theory. Retrieved from https://www.simplypsychology.org/bandura.html
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Siemens, G (2004). Connectivism, a learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
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Sorden, S.D. (2005), A cognitive approach to instructional design for multimedia learning. Extract from Information Science Journal Volume 8
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MindTools (1996 – 2005) Cognitive Load Theory, Helping people learn effectively. Retrieved from https://www.mindtools.com/pages/article/cognitive-load-theory.htm
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Learning scenario for Cognitivism
I work with a number of different types of software in my role, including design packages, elearning packages, online-help packages and assessment software.
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When I first started out, I had to learn Adobe Illustrator, which at the time, was not taught at the Universities in my country and graduates seldom had prior knowledge of the software package when starting a job. To assist me in learning the software, I was assigned a type of mentor (MKO) who would demonstrate to me how to perform a task, then coach me through the process and if I got stuck, I could always ask this person for further assistance. The same person would quality review my work, offering further learning opportunities. This is a good example of Cognitivism because I was learning through observation, but also with the assistance of an MKO.
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When first introduced to a concept, I would learn from the visual and verbal ques (sensory memory) shared by my mentor. This would be converted into my working memory as I performed a task once or twice and as I repeatedly practised the skills I learnt, was converted to my long-term memory. I still today remember how to change obscure setting on this software package, even though I don’t use it as frequently anymore.
Learning scenario for Connectivism
Fast forward more than 10 years into my working career and I now work with a many more software packages on a daily basis. Due to my workload, it is impossible for me to know each software package as well as I did Adobe Illustrator in those early days, I also don’t necessarily have a MKO available that I can turn to for support, but I still need to be able to use the software effectively.
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I make use of a network of users and experts using the same tools as I through communities of practise and online search functions. I also use tools like one-note to document tasks that I do not perform frequently, but that may have taken me some time to figure out so that I can refer back to that in the future. This is an example of Connectivism because I am no longer relying on my own ability to memorise everything, I accept that it is too much for me to remember and I use a network and databse to find this information.
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When I work with a complicated system where it is important to understand the flow of information in order to use it effectively, I document that flow in a flowchart.