The brief.
The virtual learning conference was a group assignment in which we were meant to take on a theory presented in the course and expand on the theory, linking it to our own online learning contexts. Each group was to develop an online presentation on one of the theories in the course, and to facilitate an online discussion board over the course of the two week conference. The presentation could be made in any way we felt best represented our theory and the information we wanted to convey about it.
Concept mapping with Miro.
We began as a group by considering all the ways that cognitivism influenced us in our respective teaching and learning contexts. From this initial exploration we identified four main ways in which we wanted to discuss the theory:
how it helps us organize information for learning
how it helps us understand information processing
which strategies for teaching and learning it provides
how it can help to encourage higher order thinking
We chose the concept map format to display our information, thinking that it would reflect a cognitivist perspective on learning. Concept maps show how thinking is structured, break down information into small pieces, and provided us with opportunities to incorporate linked resources, links to external sites for more information, and multimedia content.
Each section of the concept map began with a brief video explainer, and I created an introductory video to the overall map that you can view below. We also used a variety of visible thinking routines as our method of facilitating discussion. Visible thinking routines are one way in which cognitivism expands on the behaviorist idea that learning must be shown as a change in behavior before being considered as having taken place.
Explainer video.
To view an overview of the conference concept map, watch the brief explainer video below which goes through the information included and the organization of the map.
The takeaways.
For learning design.
Cognitivism offers a lot of guidance for learning designers. What struck me the most was the amount of detailed advice offered by experts in information processing on the presentation of information for attention and memory.
For my own learning.
I was initially a bit skeptical about what insight our presentation could offer in addition to what information on the theories was covered in class. The course content was already very rich and I was wondering what more there was to say. Each group prepared amazing, deeply contextualized presentations that did indeed deepen my thinking on each theory. I could engage differently with each theory depending on the design of the presentation and how the discussions were each facilitated.
For moving forward.
Something that always bothered me about my teaching practice was my inability to really connect my actions with recognizable learning theories. I wanted to ground my strategies in theory and ensure I was choosing the best possible strategies for my learners’ needs. After exploring different theoretical perspectives in such a close way, and connecting each of them to my own practice, I feel more confident in my choices for learning designs and more capable of having more analytical conversations about why my choices are appropriate.