Annotated Bibliography
Annotated Bibliography
In class we brainstormed what we thought Multimedia was. Below is an image of our brainstorm.
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My group want to make an e-learning game. I am researching cognitive learning.
COGNITIVE LEARNING, COGNITIVE RESPONSE TO PERSUASION, AND ATTITUDE CHANGE. ANTHONY C GREENWALD DEPARTMENT OF PSYCHOLOGY OHIO STATE UNIVERSITY COLUMBUS, OHIO (1968) It's a common assumption that the effectiveness of persuasive communication is shown through how the information is retained from the audience. Learning persuasion is based on on an analogy between the persuasive communication and informational communication that happens in a lecture. It is measured by the level of information that is retained during the lecture. However persuasive information is measured by the level of acceptance from the information. This paper sets out to establish the legitimacy a conceptive attitude change through persuasive communication as a cognitive learning process. The evidence obtained indicated that the effects of persuasive learning are strongly based on peoples attitude's. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.19.7121&rep=rep1&type=pdf CALLA: Implementing the Cognitive Academic Language Learning Approach
Anna Uhl Chamot and J. Michael O’Malley (1994)
Reading, MA: Addison-Wesley Publishing Company
The Cognitive Academic Language Learning Approach (CALLA) is an instructional model that was developed to meet the academic needs of students learning English as a second language. It is based on studies on cognition, the model integrates academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition.
They discuss different types of learning strategies:
Metacognitive Strategies: this is used in planning, self-monitoring, and evaluating achievement.
Metacognitive Knowledge: understanding one’s own learning processes, the nature of the learning task, and the strategies that should be effective.
Cognitive Strategies: manipulating the material to be learned through rehearsal, organization, or elaboration.
Social/Affective Strategies: interacting with others for learning or using affective control for learning.
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks
ALFRED P ROVAI (2002)
In this paper they aimed to determine if there is a relationship between sense of community and cognitive learning in an online educational environment.
The study had 314 participants enrolled in 26 graduate education and leadership courses taught at a distance using an e-learning system.
The results of the study provided evidence that there is a relationship between a classroom community and cognitive learning.
Online learners who have a sense of community will have better cognitive learning as they should feel less isolated. This should result in fewer dropouts.
In conclusion online graduate students can feel a sense of community through learning.
The study showed that female students felt more connected and perceived greater cognitive learning than the males, suggesting that there is a gender related difference in communication patterns.
Bloom’s taxonomy of cognitive learning objectives
NANCY E ADAMS (2015)
This paper discusses how to use Bloom's taxonomy to write learning objectives that they want they want to learn and demonstrate.
Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require a higher level of cognitive skills and therefore leads to a better understanding of skills for a greater variety of tasks.
Bloom's taxonomy six stages with increasing complexity. The stages are:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Taxonomy is used to help instructors think of learning objectives in a behavioural terms and then they can consider what the student/leaner can do after instruction.
Giving an objective using an action verb is will likely make the results better. Due to the clear directions therefore will indicate the best method for obtaining the skills and knowledge taught.
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Cognitive load theory, the transient information effect and e-learning
ANNA WONG, WAYNE LEAHY, NADINE MARCUS, JOHN SWELLER (2012)
This paper discusses how when using some modern technology some types on information become almost irrelevant and the old information is replaced by the new.
Instructional videos of animations with spoken audio are examples of new technology thats replacing the old.
Animations are seen as superior to static graphics due to our natural ability to learn by observing.
Although animations are better for short sections of information as they're transient information. For longer sections of information static graphics are superior as audio-visual pieces will go amiss as our brain will lose focus on the subject.
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