Concerning learning design, cognitivism rejects the idea in behaviorism that learning is essentially a response to a stimulus. Instead, it posits that mental activities occur in order for someone to learn. Learners actively process information to think critically, problem solve, and perform other such mental feats (Kurt, 2023). Below are some of the key researchers, the main implication of their work for learning teaching and learning, and approximately when they did their related work.
Key Researchers in Cognitivism
1930s-1950s
Jean Piaget
There are 4 distinct stages of cognitive development children go through. Teaching would need to fit the stage (McLeod, 2024).
1940s-1960s
Jerome Bruner
It is important to recognize that students are active participants in learning (McLeod, 2024).
1970s-1980s
Lev Vygotsky
Zones of Proximal Development relate to how much assistance a student would need to learn something (Cherry, 2023).
1960s-1980s
Albert Bandura
Self-efficacy about learning can help students. Observation can be a key to learning (Nolan, 2024).
Cherry, K. (February, 22 2023). Lev Vygotsky’s Life and Theories. VeryWell Mind, Student Resources. Retrieved from https://www.verywellmind.com/lev-vygotsky-biography-2795533
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Kurt, S. (October 25, 2023). Cognitivism Learning Theory, Strategies and Examples. Educational Technology. Retrieved from https://educationaltechnology.net/cognitivism-learning-theory-strategies-and-examples/
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McLeod, S. (February 1, 2024). Jerome Bruner’s Theory Of Learning And Cognitive Development. Simply Psychology. Retrieved from https://www.simplypsychology.org/bruner.html
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McLeod, S. (February 1, 2024). Piaget’s Theory And Stages Of Cognitive Development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html
Nolen, Jeannette L.. (June 5, 2024). "Albert Bandura". Encyclopedia Britannica. Retrieved from https://www.britannica.com/biography/Albert-Bandura.
Various implications for learning design come from different aspects of cognitive learning theories. Overall, these theories would have instructional designers allow learners to use cognitive strategies to have effective learning (Michela, 2022). Important concepts commonly used in instructional design and teaching like scaffolding and understanding cognitive load – recognizing that there is a finite amount a student can be expected to learn before a break is needed.
Michela, E. (2022). “Cognitivism.” Education Research Across Multiple Paradigms. Retrieved from https://open.byu.edu/education_research/cognitivismj
I believe cognitivism has many strengths for use in higher education. Here are a few. First, the concept of cognitive load can serve as a guide to help students not “check out” during class because they have reached the peak load for the time. Interjecting breaks, changes, and varied activities can help this. A second strength is that learning design can be more efficient and/or effective if the designer recognizes the zones on proximal development. Instruction can be designed to provide the optimal level of support. One other strength is to recognize that learners are active participants. They will learn better if they can take ownership of the learning process.
However, every theory has its potential drawbacks. One area in which instructional designers in higher education may struggle is that there are so many different ideas covered in cognitivism, a designer may find it difficult to grasp what will be most useful to them. Similarly, the various researchers have some overlapping concepts, but that still contain differences, which may lead to slightly conflicting direction for the designer.
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Instructional material link: Investopedia.com
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Overview: According to the “About Us” section of Investopedia, they have a wide variety of learners from those that are band new to those that are highly experienced. They are there to learn the basics about money and investing or to improve their related skills.
Some ways the material addresses cognitive load: After examining several of the learning topics, it appears that the materials are consistent with managing cognitive load - to not overwhelm the learning. For example, the topics are each relatively short, with links to other related topics/resources if more in depth learning is desired. Additionally, the design, save the ads, is fairly clean with black text on a white background with some text and most figure in shades of blue.
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