Title: Distant Learning for the Development of Higher-Level Cognitive Skills
Abstract: Emerging research informs us that for the teacher to make the most of new technologies, especially in the case of high-level cognitive skills, he or she must become a facilitator, collaborator, and guide who makes instruction learner centered. This shift in the teacher's role is in accordance to the implementation of distance learning educational systems. Two key aspects of the collaborative networked learning environment are the constructivist approach to learning and cognitive flexibility theory (Jacobson and Spiro, 1994; Jacobson and Spiro, 1995; Spiro, Feltovich, Jacobson, and Coulson, 1992; Spiro et al., 1992). The higher-levels of the domain (analysis, synthesis and evaluation) are now coming to the forefront as we teach how to think, critical/conceptual thinking, not what to think. How do we teach the higher-level cognitive skills using DL? In order to teach higher-level skills with distance learning technology, a set of design factors that incorporate the learning processes and effectively blends those factors with technology must be achieved. The design factors presented were synthesized from the constructivist epistemology and can be adapted to many cognitive styles. It should be noted that these design factors are interdependent, and can be used in various combinations. Design Factors There are many considerations to address when designing lessons for classroom instruction. This article will address 13 design factors that could be helpful to consider when planning to develop a distance learning program for your instructional environment. 1. Embed learning activities in an overarching scenario: In Distance Learning all activities must be related, and they should be considered building blocks for successive activities to be addressed. But how do you present these activities as a coordinated whole? You must have a common theme or story that runs through the entire lesson, class, or course--one that provides an internal coherence. Some examples would include a particular event in history, a story in literature, or a case study that could be the unifying thread that is the overarching scenario. An example of an overarching scenario in practice would be teaching how to write a test using interactive television. Each student uses a lesson in one of the textbooks he/she would use as a classroom teacher. The common theme for the entire test and measurements course is the students selected chapter from the chosen text. The students would then write the objectives, use various types of test items, construct the test, administer the test, and critique the test using their selected textbook materials. In implementing this overarching scenario as a classroom teacher you would assign work in the classroom to one group and escort another group to the library or incorporate some other instructional activity. This technique would also be utilized in a distance learning program. New terminology has been related to these particular instructional activities; synchronous and asynchronous interaction. The group of learners that is engaged in the distance learning lesson is completing the asynchronous activity, and the group that is completing the alternative activity under the supervision of the teacher is considered as addressing the synchronous interaction. The key to both groups achieving success is careful planning of well-structured learning opportunities. 2. Employ rich learning activities: Rich, in this instance, means fertile. This can be defined as ample examples and ones that exercise the three higher-levels of cognition because they provide an opportunity for ample plausible interpretations. Rich also means deep, as in vivid and strong. These learning activities should be such that they imprint on the long- and short-term memory for transfer of knowledge. Fundamental to understanding of human cognition is an appreciation for the complex interactions between cognitive abilities and motivation. …
Publication Year: 2002
Publication Date: 2002-06-22
Language: en
Type: article
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Cited By Count: 28
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