EDID6501 – Assignment 2

Name: Candice Brown

ID Number: 04008579

Degree Name: Msc. Instructional Design and Technology

Course Name: Learning Theory and Instructional Design

Course Code: EDID6501

University of the West Indies – Open Campus

Assignment Two

October 31, 2016

 EDID6501 – Assignment 2

According to Driscoll Learning theories refers to a set of constructs which impact

changes in performance or behaviour. In most cases the learning process is an individual one

and educational theorists have devised various theories which explain how people learn.

(Driscoll, 2005) In all processes knowledge is considered to be innate and can be improved

through interaction in the social world. Advancements in educational theoretical research has

prompted the development on cognitive learning theories. Theories include the Meaningful and

Schema Theory, Cognitive Information Processing and Situated Cognition. (Driscoll 2005)

Ausubel theorised that learning occurs when the information being taught has meaning

to the learner and where information is applicable to knowledge which had already been

acquired. He used the term subsumption to explain these processes. (Pappas 2014) However

the meaningful theory according to Driscoll is no longer considered current but is today paired

with the schema theory and applied to teaching methods. (Driscoll 2005) The schema theory

asserts that each learner has schemas. A term used to describe knowledge of the learner. During

the learning process the schema is built upon to expand knowledge and understanding.

Teachers can apply this theory to a grade seven Social Studies lesson on the topic- the

family. The specific objectives for the lesson would be for students to provide a definition of

the family, list functions of the family and to identify different family forms existing in the

Caribbean. Teacher will present pictures of different groups of people interacting as a typical

family would. Then ask students to suggest the relationship between the individuals. Then

encourage students to list major functions of the family. Teacher will then guide the students

listing major functions. This activity would be followed by a discussion of the various family

forms existing in the Caribbean. After completing both objectives teacher will guide the

students in development of a definition of the family.

 EDID6501 – Assignment 2

Students have different experiences and so the teacher assists the learner in connecting

prior knowledge with new knowledge. (Hannun 2015) In this case prior knowledge - how they

describe their own family and its functions and new knowledge would be terms used to describe

the family and its functions. The teacher makes this content meaningful by allowing the learner

to consider their unique situation to answer the questions. This process activates the learner

schema. Similarly the Cognitive Information processing (CIP) theory suggests that learning is

a systematic process.

Proponents of the CIP compares the learning process to that of a computer where in

knowledge is transferred to various types of memory. Memory is first acquired by the sensory

memory unit which primary function is to collect the data using the various senses and

transferring the information to the working/short term memory. (Driscoll 2005) Knowledge is

stored at this stage briefly and at this stage most learners are actively considering information

being acquired and can make decisions based on knowledge, however this unit’s function is to

prepare information for long term storage in the long term memory unit. (Driscoll 2005) This

is the final stage and is considered a permanent storage center for information learnt.

Similar to the meaningful and schema theory learning must be meaningful because it

encourages student interest and initiates the encoding process. (Driscoll 2005)In a follow up

lesson to the above mentioned topic; the family. With emphasis on the following objective that

is; to identify social problems affecting the family, the teacher could present an audio visual

short film demonstrating Caribbean social problems impacting the family. This would be

recognised by the sensory memory which would collate the information and transfer to the

working or short term memory. (“Cognitive Information Processing Theory” 2011) While

watching the video students were instructed to the list social problems shown in the video. In

the process students are encoding the information. At the end of the video, teacher may

encourage students to present social problems observed. This presentation will facilitate
 EDID6501 – Assignment 2

chunking and rehearsal processes as students listen to fellow classmates relate social problems

observed and participate in discussion whether observations were actually social problems. In

order to facilitate long term storage of information teacher should encourage discussion of the

effects of these social problems on the family. This process is comparable to encoding

specificity. (Driscoll 2005) Students elaborate on content presented and simultaneously

retrieve information already stored in order to participate in the discussion. (“Cognitive

Information Processing Theory” 2011) Clearly learning is an individual process like the

situated cognition theory learning is impacted by the social setting as learners learn from each

other.

The proponents of the situated cognition theory argue that learning occurs through

interaction. (“Situated Cognition” 2016) This theory is applied in most secondary and tertiary

educational programmes. Students are encouraged to pursue work experience or internships

where they can adopt real life experiences in the field of their choice. (Driscoll

2005)Consequently the learner is pursuing a course of training that is meaningful to them,

schemas are advanced and their long term memory has been equipped with theoretical

knowledge for instance in the area of social work. Possible locations for on the job training

include within the school environment in the counselling services department, at the police

station; managing parolees or at family services centers.

Some examples of situated cognition include cognitive apprenticeship. (“Situated

Cognition” 2016) Using the examples noted above in a follow up lesson the teacher should

assign projects/research on Caribbean social problems. (Driscoll 2005) Students with the

guidance of the teacher would be required to explore methods used to address Caribbean social

problems. This procedure would allow students to employ methods practiced by sociologists,

social workers and others in law enforcement. This approach is similar to that used by the

Caribbean Examinations Council secondary and advanced examinations where in student are
 EDID6501 – Assignment 2

required to complete individual research projects as a major component of their external

assessment.

Another means by which the situated cognition approach can be applied is by means of

anchored instruction. By means of simulation students are engaged in activities which foster

problem solving. Driscoll shared the example of the Jasper Woodbury Problem solving series

where in the student was required to solve mathematical problems to perform critical tasks for

creatures in the wild. (Driscoll 2005) This is an example of a micro world technology which

allows younger learners to apply learning in settings which are simulations of the real world.

Another example of the situated cognition approach is the learner community where in

learners and the instructor engage in learning activities in the classroom. (Driscoll 2005)The

teacher adopts the role of facilitator and promotes cooperative learning. Applying the example

presented above students based on the following objective; to demonstrate solutions to

Caribbean social problems. Students could perform a role play/simulation where in groups

present at least one solution to observed social problems.

Conclusively all theories are practical learning theories one could say each share many

similarities. Firstly each theory can be applied to the study of various subject areas. Teachers

of the natural sciences and the arts often encourage training in labs, field trips and simulation

training. Secondly content taught must be meaningful based on all theories including the CIP.

Driscoll explained that information can be forgotten if it was not encoded and this may occur

if the content is not considered meaningful. (Driscoll 2005). Thirdly these theories support

student engagement. All learners are active participant in the learning process and so teaching

process must are always student centered. (Hannun 2015) Fourthly the learners are stimulated

by the physical environment. As a result all learning activities involve a reliance on the social

environment.
 EDID6501 – Assignment 2

References

Cognitive Information Processing Theory. Expert Learners. (September 4, 2011) Retrieved

from http://expertlearners.com/cip_theory.php

Driscoll, M. (2005). Psychology of learning for Instruction. Boston: Pearson Education Inc

Hannum, W. (2015) David Ausubel’s Theory. Learning Theory Fundamentals. Retrieved from

http://www.theoryfundamentals.com/ausubel.htm

Pappas, C. (2014) The Quintessential of Subsumption Theory, Instructional Design Models

and theories: Subsumption Theory. Retrieved from

https://elearningindustry.com/subsumption-theory

Situated Cognition (Brown, Collins, & Duguid). Learning Theories. (2016) Retrieved from

https://www.learning-theories.com/situated-cognition-brown-collins-duguid.html