Gene Sullivan's Portfolio  

Cognitivism says

 

Mental processes exist and knowledge builds on the previous knowledge of the individual. Learning is an active process for the learner. Knowledge is built in schemas which are compiled in long term memory. A schema is a collection of information, put together into a structure and treated by the mind as a single item. A schema both acts as a attractor for new related information and also as a filter shaping what and how new information is perceived.

 

The mental processes occur in three areas: sensory memory, working memory and long term memory.  The theory says we need to respect the capacity of working memory in creating learning experiences, if not we risk learners experiencing cognitive overload.

 

 

Connectivism says:

 

Knowledge is contained in and distributed in various structures; called nodes. Learning is a process of connecting these nodes and seeing patterns in the information, and knowing where and how to find information are the key functions of learning. The role of the learner is in applying the networked information, the content and the relationships to real world situations. In this way, the individual or "structure" is an active participant in and contributor to their unique network.

 

How they are related?

 

These two theories seem to cover different aspects of knowledge and learning. The cognitivist is looking at the world from the perspective of the human mental operating system and the connectivist is viewing knowledge and learning from the perspective of the relationships between all those "nodes" that use and produce information and knowledge. The cognitivist approach concerns itself with that particular "node" called a human being, who can be located and understood comfortably in the connectivist's network world. Conversely, in a connectivist's networked world the "cognitivist defined human node" is a value adding, information processing, knowledge creating network participant (node) with certain characteristics.

 

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Scenario: Cognitism and Connectivism

 

Learning Objective: Name the steps to take to recover from a strong emotion.  

 

Cognitivism: Applied
 

Learners read some content about the subject selected by the instructor.

• Explanation of triggering into an emotional state

• Definition of emotional hijacking - specific web resources that support

Student Activity: Write a few examples of your personal experience being triggered and what happened as a result

Teacher presents:  What to do steps for recovering from emotional triggering/amygdala hijacking,

• Presented though an acronym

Learners discuss how what has been presented relates to their experiences

Test of knowledge

• Questions regarding what the steps are (Bloom’s “Remember” level)

• Questions regarding what the steps accomplish or why they are useful and effective (Bloom’s Understanding level)

• Questions regarding the purpose of each step (Bloom’s Understanding level)

 

 

Connectivism: Applied

 

1. Search the web to find resources that tell you how to deal with strong emotions

2. Make a mind map showing related topics and the sources

3. Make a list of the resources you used - list 5 useful resources and why you like and trust them 

4. Present two different processes for dealing with emotional hijacking

5. Explain your thinking about each