Module 5 Bibliography Conley WEEK 5

ANNOTATED BIBLIOGRAPHY

Driscoll, M. (2005). Meaningful Learning and Schema Theory. Psychology of Learning for
Instruction (3rd ed.) (pp. 111-152). Boston, MA: Allyn and Bacon.

Several modern approaches to knowledge representation for learning, thinking and problem
solving skills are suggested to show that context is important to learning. Various scenarios are
considered to show the difference in learning where the information presented is either useful or
not useful. The Chapter defines the theory suggested by David P. Ausubel, Educational
Psychologist, where meaning was at the center of cognitive learning experience, called
meaningful reception learning. This theory he developed parallel the CIP theory and he further
differentiates it between school learning text book material vs. discovery or lab learning. (p.114).
The theory proposed information was added by three possible ways during the learning process
with the most important principle being the learners organization, stability, and clarity or
knowledge performed allows for the most retained information learned (p.116). If retention does
not allow for the memory to access when needed to understand additional relative ideas, then this
results in lost information. The concepts stored in memory are discussed at length in various
schemas. The most important conclusion derived was the use for instructional goals to make
information understandable to the learner. Ausubels meaningful reception learning and schema
theory are both concerned with the effect prior knowledge has on learning new information.
(p.148).

Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.)
(pp. 153-184). Boston, MA: Allyn and Bacon.

Repeating the understanding that learners recall information easily when it is familiar to them
otherwise when there is difficulty in understanding unfamiliar material, it results in
memorization. (P.155). Various contrasted views are presented of information processing using
situated learning styles and was shown the cognitive perspective in agreement. Proponents of
situated learning styles argue based on knowledge remains unused if taught in separate context
but is still a theory in progress of being understood. Research is shown in much contrast. This
view point is sustained from participation and practice called the Situated Cognitive Theory and
defined by three dimensions working together: mutual engagement, joint enterprise, share
repertoire. The findings promote a clearer understanding of social situations that promote every
day logic then become practical not unwarranted, thus a necessary part of everyday problem
solving. It suggests that we adapt and invent practical solutions as needed (p.164). Other
potential implications were described with how they differ in basic nature of knowledge but
results with inaccurate information. Understanding students with learning difficulties can also
utilize the practice and participation in the music community and the potential has become
greater with the growth of computer technology (p.181-182).

Mayer, R.E. & Pilegard C. (2014) Principles for Managing Essential Processing in
Multimedia Learning: Segmenting, Pre-training, and Modality Principles. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344).
New York: Cambridge.

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Module 5 Bibliography Conley WEEK 5

When exposed to an exact multimedia lesson that contains complicated material in a very fast
pace which you can then not understand, this is called essential overload. This is similar to past
learned terms of intrinsic cognitive overload. However, you dont want to reduce the essential
material to make learning easier because that contradicts the purpose of instructional goals of
learning. Three methods are designed to defuse this and allow for learning to occur more easy
are segmenting, pre-training, and modality principles: Segmenting is information presented in
segments, Pre-training is the prior knowledge of context or concepts, and Modality is the spoken
or verbal use of instruction (p.316-317). Various scenarios are presented to understand each
method and offer solutions. One example offers the learner the ability to control the pace of
material being presented for a clearer understanding of material during segmenting. During pre-
training if we equip the learner with more knowledge of subject matter the narration will be
easier understood. A final example is to utilize captions during a presentation under the images
to further explain the description of the material then gives the learner various visual channels of
understanding material. (p.320-323). Research given supports the cognitive theory of learning.
Findings determine if the learners do not have enough capacity for understanding the material
presented to engage in active memory processing, the learning process suffers. In conclusion, the
three methods that resolve this deficit and avoid an essential overload are 1.) for the learner to
slow down the pace of the presentation during the learning process, 2.) be prepared with prior
knowledge of information presented, and 3.) Utilize sounds/audio recordings as well as visual
presentations (p.337). These independent variables are successful because they reduce the
cognitive load required to learn material. Future research for direct variables would also be
useful in understanding conditions of learning as well as effects to be more effective. (p.338).

Schraw, Gregory & Matthew McCrudden. Information Processing Theory. Jul 12, 2013.
www.Education.com

We tend to process information with amazing efficiency and often perform better than computers
in problem solving and critical thinking skills. Thus, past researchers developed systematic
models of memory, cognition, and thinking, such as the information processing model (IPM). It
consists of three main components, sensory memory, working memory, and long-term memory.
Sensory and working memory enables people to manage limited amounts of information during
processing, whereas long-term memory is a permanent repository for knowledge storage. The
terms that describe this efficient cognitive processing in working memory are limited attentional
resources and automaticity. Sensory memory is effective during processing with a high degree of
automaticity when it utilizes familiar stimuli such as spoken or printed words, faces, and sounds.
In contrary, long-term memory is not constrained by capacity or duration of attention limitations.
It provides an unlimited storage for facts and knowledge held for very long periods of time.
Research has identified the two key aspects of long-term memory as what types of information
are represented, and how information is then organized. The encoding and retrieval of information
in long-term memory is increased due to efficient organizational strategies utilized. The IPM provides a
conceptual three-component model which explains these different capabilities involving memory
and provides an excellent framework for understanding principles of effective learning.