Presentation of Information | Active Processing | Self-Regulation | Evolution of Cognitivism | Links WAYS TO PRESENT INFORMATION SO IT WILL BE REMEMBERED: Advance Organizer Chunking: Organizing Strategies Frames, Type I & II Concept Mapping Metaphor, Analogy and Simile Imagery Mnemonics Rehearsal ACTIVE PROCESSING OF INFORMATION: Open Questions Closed Questions Branching Following Answer Choice Questioning Technique Teaching Effectiveness Program Creating Open-Ended Questions Designing the Question SELF-REGULATION The construct of self-regulation refers to the degree that individuals are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 1986). From the DynaGloss Website. Cognitive Engagement Style, Self-Regulated Learning and Cooperative Learning © 1992 Bobbi A. Kerlin Working Toward Student Self-Direction and Personal Efficacy as Educational Goals Self Regulated Learning Volitional Processes and Strategies Understanding the Keys to Motivation to Learn - By Barbara L. McCombs EVOLUTION OF COGNITIVISM In the past, instructional designers traditionally focused on overt behaviors, breaking instruction into parts. Now instructional designers emphasize the internal representations of instruction and the active intellectual processing which must occur if learning is to take place. It is more acceptable today to begin with the whole rather than always break the instruction into component parts. Old Perspective New Perspective Study of observable behavior Emphasis on organized internal representations such as schemata Emphasis of cognition as part-to-part, then part-to-whole Holistic mechanism. (Now we consider that cognition is generally whole-to-part and then part-to-whole) Concrete Abstract to the observe Cognition as a discovery/retrieval process Cognition is a constructive/reconstructive process Metaphorical shift from static and sequential metaphors like "mind as an assembly line" The "mind as a fluid medium, a computer" Emphasis on outcomes Emphasis on cognitive processes LINKS: Cognitive Psychology Online Laboratory at Purdue University http://www.psych.purdue.edu/~coglab/ Resource : West, C. Farmer, J. & Wolff, P. Instructional design: Implications from the cognitive sciences. Needham Heights, MA.: Allyn & Bacon. - Return to Top - Multimedia Best Practices University of Texas System Comments to g.culp@cc.utexas.edu