Professional Documents
Culture Documents
UNIT 1
1. Based on your readings on artificial intelligence, which aspect of human thinking (knowing what you know today)
do you believe would be the most difficult for computers to perform or model? Why do you believe this aspect
would be the most difficult?
Wow, I really enjoyed reading and learning about artificial intelligence through this unit’s materials. After reading
and debating a bit, I think the aspect of human thinking that may be the most difficult for computers to perform or
model would be creativity, or original, unique thinking and design. In reading the Cognitive Science of Teaching and
Learning, I thought the last point in the presentation was eye-opening, “connections bring forth knowledge”. While
considering this from an artificial intelligence prospective, the human brain is able to make connections with what it
learns and in turn forms new ideas, concepts, and opinions based on their knowledge. Artificial intelligence will be
limited in areas of creative and new concepts because all of the knowledge that it obtains is from what human has
coded into it or by experiences that it has seen someone else do. The human mind is a beautiful thing because of it’s
amazing ability to think creatively and have original, uniquely designed, thoughts and ideas. While watching The
Rise of Artificial Intelligence video, I thought it was interesting when they were discussing how intelligence is the
ability to see things in the world and act on them. Or how intelligence is seeing things around you in the world and
building on what you learn. Computers are limited to learning only what has already been created by a human. I
don’t think that AI will never be able to think creatively, I just think it will be the most difficult. As John McCarthy
stated in the Thinking Allowed video, these human abilities may not be impossible for AI, it just may take some time
for engineers to form the algorithms to allow computers to do these types of things.
2. Based on your readings on andragogy and pedagogy, do you think this aspect of human thinking would differ for a
child and an adult? Why or why not?
Creativity is absolutely different from child to adult! While reading about adult learners in Adult Learning Theory, it
discusses how adults learn by drawing form reservoirs of life experiences to help them learn. Adults have a difficult
time thinking creatively because they are limited by the preconceived knowledge of what they have already learned.
Children’s brains are sponges of learning, children develop theories as a way of understanding the world around
them and alter them as they encounter new information (Kuhn & Pease, 2006). While adults may learn quicker than
children, children are able to not be restricted by the limitations of what the world around them has already
conceived as true.
References
Kuhn D. & Pease M. (2006). Do children and adults learn differently?. Columbia university. Journal of cognition
and development, 7 (3), 279-293.
PBS off book. (2013). The rise of artificial intelligence. PBS digital studios.
Slaughter, D. (2012). Edu 510 the cognitive science of teaching & learning. Retrieved from:
https://www.youtube.com/watch?v=Dw8ThKmtwrU&feature=youtu.be
Unit 2
1. In your own words, describe the mental representations of logic, rules, and concepts and
their importance as they apply to your own teaching/training environment,
According to Goodman’s A Rational Analysis of Rule-Based Concept Learning,
“Concepts are mental representations; that is, they are things ‘in the head’ that have
some structure that reflects the world”. To describe concepts: they are constructed to
answer questions, “concepts are not the representation of objects in our mind, but they
take part to the relation between objects in the world and objects in the mind”
(Goodman, 2008).
Specifically while teaching ultrasound, in order to help students reach new concepts
regarding ultrasound-related materials, there are several ways to assist student learning
and connecting materials. While teaching new concepts, it is best to offer a hierarchy of
descriptions because they allow the student to make connections with concepts that they
have already learned. Also, teaching in this way allows students to organize and store
the memory of the new concept with concepts that are from the same domain (Pavel,
2009). Similarly with teaching children at a young age, new or foreign concepts are best
taught to adults at a simple level and then connected to bigger, more complex concepts.
While teaching ultrasound, it is best to start with basic and small concepts, before
incorporating a “big picture” concept of how it all comes together. I think the “Learning
Design” platform described in Pavel’s Concept learning-investigating the possibilities
for a human-machine dialogue, is a great place to start incorporating learning new and
foreign concepts. This platform is: (1) define a problem, (2) build a scenario, (3) define
descriptive vocabulary, (4) incorporate tools to support the student’s learning. After
learning a new concept, logic and rules based on the new concept apply. After concepts
have been acquired, “logic can provide new models of knowledge representation, higher
order reasoning, and social cognition” (Isaac & Szymanik, 2010). Basically, logic is
putting concepts into action. As a teacher, it is imperative to help students apply new
concepts to allow logic in that area to shine through. Rules apply when using logic in
concepts. Typically, these rules are simply “if-then” structured. As discussed in the Unit
2 video (Slaughter, 2012). For example, “if I pass this class, then I only have 10 classes
left before graduating”. I would like to teach groups of concepts that progressively build
on each other and then apply the concepts students learn using logic and rules to real
world scenarios. For instance, within the world of ultrasound, there are many different
areas of involvement. There’s basic anatomy and physiology of the human body, there is
pathology, and there is physician interactions and patient interactions. As rules apply,
for example, one of the rules in the thought process of an ultrasound tech should be, “if I
find this pathology, then what will happen with the patient?” Feedback, intrinsic and
extrinsic, is key to successful concept learning (Pavel, 2009). Specifically for
ultrasound, intrinsic feedback seems to be the best. Intrinsic feedback is the “natural
consequences for an action” (Pavel, 2009). Of course extrinsic feedback is beneficial, but
I believe the best way to ultimately test students on concepts that they have learned in
the classroom is to get them out in real-world scenarios and apply what they have
learned.
2. Based on your readings and research into problem solving, describe the cognitive
processes of problem-solving and how these processes might differ between children
and adults.
While reading McLeod’s Jean Piaget, I found a lot of similarities in child and adult
learning. Of course, there are stages of basic childhood learning but it seems that
learning new concepts is quite similar. Like I discussed above, intrinsic feedback seems
to be the best. I feel like this is very similar to “discovery learning” discussed in the
article about Jean Piaget. “Discovery Learning” is described as the idea that children
learn best through doing and actively exploring (McLeod, 2012). Surprisingly, it seems
that children are better at problem solving than adults are in some cases. Children are
not limited by pre-conceived ideas or thoughts about something (U.C. Berkely, 2014).
References
Goodman, N. D., Tenenbaum, J. B., Feldman, J., & Griffiths, T. L. (2008). A rational
analysis of rule-based concept learning. Cognitive Science, 32(1), 108-154.
doi:10.1080/03640210701802071
Isaac, A. & Szymanik, J. (2010). Logic in cognitive science: bridging the gap between symbolic
and connectionist paradigms. Department of philosophy, Stanford University.
McLeod, S. (2015). Jean Piaget. Simply Psychology. Retrieved from
www.simplypsychology.org/piaget.html
Pavel, G. (2009). Concept learning-investigating the possibilities for a human-machine
dialogue. Knowledge media institute.
Slaughter, D. (2012). EDUC510 Unit 2 Video Presentation. Retrieved from:
https://www.youtube.com/watch?v=uMX8ZM5s4fc&feature=youtu.be
UC Berkely. (2014, March 6). Kids Outsmart Grown-ups: Berkeley Research. Retrieved
from https://www.youtube.com/watch?v=bHQ0DemKcEA.
UNIT 3
1. Do you think your results are valid (reflect your learning style)? Why/why not?
I did find that my results were pretty spot on. My main 2 learning styles were visual and
sensing learning. While reading the descriptions of the different learning styles, I
background, I had very limited knowledge about different learning styles. I had heard
the visual, auditory and kinesthetic learning styles but hadn’t put much thought into
learning styles. While in college, I discovered the best ways for myself to retain and learn
new concepts and didn’t think about how others were trying to learn (I know how selfish
that sounds, but at that point I had no idea I would be a teacher!) I loved learning about
sensing and how I prefer to learn facts, solve problems with well-established methods
(Felder & Solomon, N.D.). Sensors also don’t like taking courses that have no apparent
connection to the real world. This is especially true for me because I have a terrible time
finding enthusiasm for learning things that don’t pertain to the “big picture” of what I’m
trying to accomplish. I also found it extremely helpful to read through the opposing side
of my personal learning types and consider the areas and ways that I struggle learning.
It was also extremely interesting to think about the vast difference in learning types!
2. What connection(s) can be made between learning styles and brain processing/neural
synapses?
Learning styles and brain processing/neural synapses have many connections and
similarities. Learning styles are related to how an individual grasps a new concept,
stores it in memories, and relates that concept to other subjects or the outside world.
Analogies are what allow and help the brain make connections of new concepts to
persons, places, things, or events. Brain processing is very similar, our brains receive
new information through visual, auditory, taste, smell, or touch. It stores memory,
makes connections to similar knowledge previously learned, and has the ability to
respond to the environment (Chudler, 2001). Are brains are unique to the analogies
we’ve created based on what we’ve learned and perceive in the world. Learning styles are
3. How does this information impact your own educational setting and inform your
practice?
I really enjoyed the video in the materials, Learning Styles Don’t Exist, Professor
what students are learning. I have to admit, I disagree with his comments at the end of
the video stating that “Good teaching is good teaching, and teachers don’t need adjust
are at individually. All of the materials leading up to this unit support that. It is essential
to meet students where they are fundamentally before adding new concepts. Teachers
should not be stuck in rut of how to “their teaching style”, they should be excelling and
advancing to meet the needs of the student. Offering many avenues of learning is the
best way to allow students to form connections and grasp new concepts. Seeing students
as individuals who have unique brains and learning styles helps teachers strive to meet
Fiedler, R. and Solomon. B. (N.D.). Learning styles and strategies. North Carolina State
University. Retrieved
from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.h
tm
https://www.youtube.com/watch?v=sIv9rz2NTUk&feature=youtu.be
1. Create a blog posting that connects what you have learned in Units 1 - 3 to your own educational setting (present or
future). Discuss the three most important implications of cognitive science based on what you have learned in Units
1-3 on your own teaching/learning setting. This should be written in conversational style or as a personal
reflection. The choice is yours, as long as it still thoroughly addresses the connections. Remember to include
citations and references. Do not copy and paste your DB responses, but if you wish to, craft a new article using the
information you have already discussed in your DB posts for Units 1-3.
2. Add a picture that you create or find on the internet, which visually supports your connection and fits the look and
feel of your blog. (Make sure you respect copyright law. You can search for copyright free or “with attribution”
graphics from http://search.creativecommons.org/).
3. Add at least one additional and helpful resource related to your post…it could be a website, another blog, twitter
post, YouTube video, podcast, etc. Be creative and try to find some new resources to share with your classmates
and your greater learning community.
4. Post the link to your blog in the discussion designated for the blog assignment. Please make sure the link is a
clickable link to ensure smoother cross-referencing.
program, three very distinct implications have been highlighted to me over the course of
the last three units. The first is the importance of exploring my own learning style and
knowing my students learning styles. Learning styles revolve directly around a student
and how they learn best. There are different teaching techniques to help reach students
within the way they learn best. Kinesthetic learners need to participate in hand-on
activities and learn best by doing. Visual learners learn best through visual aids and
learn best by writing notes and having images or graphs. Auditory learners learn best
are at individually. Offering many avenues of learning is the best way to allow students
to form connections and grasp new concepts. Seeing students as individuals who have
unique brains and learning styles helps teachers strive to meet those learning needs!
The second implication that I have found to be extremely important is how
students learn new concepts and how to teach them. In order to help students reach new
concepts regarding ultrasound-related materials, there are several ways to assist student
teaching new concepts because it allows the student to make connections with concepts
that they have already learned. Teaching in this way helps students organize and store
the memory of the new concept with concepts they have previously learned from the
same field (Pavel, 2009). No matter the student’s age, child or adult, new or foreign
concepts are best taught at a simple level and then connected to bigger, more complex
concepts. While teaching ultrasound, it is best to start with basic and small concepts,
before incorporating a “big picture” concept of how it all comes together. I would like to
teach groups of concepts that progressively build on each other and then apply those
concepts to real world scenarios. For instance, within the world of ultrasound, there are
many different areas of involvement. Basic concepts would be: anatomy and physiology
of the human body, ultrasound machine knobology and probe use. More complicated
concepts would be: pathology, ultrasound physics, specializing in one field of ultrasound
(such as Obstetrics and Gynecology, Abdomen, or Vascular), and lastly, physician and
understanding for students to build upon to make connections while learning new
This brings me to the last implication that I have found extremely important
while learning about cognitive science. Analogies are what allow and help the brain
2012). Brains are unique to the analogies that have been created based on what has been
learned and perceived in the world. In order for students to learn new concepts, they
must be able to make connections to concepts they have already achieved. Helping
found an excellent article on the Post University Library that discusses the importance
of helping students understand and make connections to concepts that they have
previously learned. It also discusses helpful tips for educators on how to create common
domains between two concepts to help students make analogies. Here is the link to the
article:
http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=3&sid=5
e961e91-da30-4840-a188-c85f46e034bf%40sessionmgr102
opening for me. On reflecting on the implications of learning styles, concepts, and
analogies in my teaching methods, I find myself imaging how I will incorporate all of
References
from https://www.youtube.com/watch?v=oNxCporOofo.
www.simplypsychology.org/piaget.html
https://www.youtube.com/watch?v=bZJlAnvbNI0&feature=youtu.be
Vendetti, M. S., Matlen, B. J., Richland, L. E., & Bunge, S. A. (2015). Analogical
Reasoning in the Classroom: Insights From Cognitive Science. Mind, Brain &
N.A. (2009). VAKT learning styles model. BC ministry of advanced education and
https://mytrainingbc.ca/eslsap/training/mod_2/m2_005.html
Unit 4
1. In what ways do emotions impact a learner's motivation and
Emotions connect directly to students and their motivation to learn. Emotions are a key
aspect of learning and memory. Emotion and cognition are interdependent to one
another (Pessoa, 2009). Involving emotions within teaching is a key aspect of playing
the whole game. Connecting emotions to learning helps students have a deeper
understanding of and connect to the concept that they are learning. Helping students
connect emotionally to a topic is a key aspect to making the game worth playing.
Connecting emotions to learning supports the aim of playing the whole game which is
supporting deeper understanding. Playing the whole game is never emotionally flat, it
involves discovery, creativity, and curiosity (Perkins, 2009). Emotions and learning are
a huge part of early brain development. As Dr. Daniel Siegel described in the video, We
Feel-Therefore We Learn, experiences are what ignite neuron firing in the brain which
forms concepts.
As a foster mama, I could not help but think of a class that my husband and I took that
described ACES (Adverse Childhood Experiences), and how childhood trauma affects
brain development and restricts learning in developing brains. There are also many
health risks to people who have experiences trauma at a young age. One of the videos
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_he
alth_across_a_lifetime
mainly by extrinsic forces, while adults are mainly motivated intrinsically (Houde,
2006). Examples of intrinsic motivators would be self-esteem, quality of life, happiness,
and self-actualization.
3. Within your own setting, where do you see intrinsic motivation come into
play? Extrinsic?
think a lot about the future and accomplishments I wish to obtain. I mainly have
will always be just the natural consequences to my job. Most of my extrinsic motivators
are negative. For example, if I don’t go to work today than eventually I won’t be able to
References
Happy & Well. (2012, April 4). Dr. Daniel Siegel 'We feel, therefore we learn' at Mind &
from https://www.youtube.com/watch?v=iPkaAevFHWU.
Harris, N. (2014). How childhood trauma affects health across a lifetime. TEDMED.
Retrieved from
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affe
cts_health_across_a_lifetime
http://www.scholarpedia.org/article/Cognition_and_emotion
Unit 5
1. What aspects of attention and memory should influence
results in memory (Slaughter, 2012). Aspects that influence my instruction, with this in
mind, would be first, the timing of my instruction and then the length. It’s important to
know the baseline of where my students are at in their learning and build concepts upon
that. I love the description in Sheckley & Bell’s Experience, Consciousness, and
“Velcro strips” that instructors can use to adhere new concepts and ideas to. Instructors
must know where their students are at to begin with before moving forward with new
grasping the hard parts isn’t accomplished with practice, it involves deconstructing and
reconstructing it with the students (Perkins, 2009). This is most effectively done by
making sure that you have good timing! When, where and how much information is of
described it very well in one of the videos in our unit’s materials, How your “working
memory” makes sense of the world, working memory only lasts about 10 seconds before
we forget it. The only way we can convert working memory into long-term memory is by
“doing something with it”. The average person can only learn about 4 things at a time
(Ted, 2013). A person’s capacity of attention to new knowledge must be taken into
consideration when approaching new concepts. Keeping these issues at the fore-front of
instruction will help ensure that students are able to pay attention to the new topic and
Teaching strategies that would be the best support in the “hard parts” within my
experiences. The best way to do this is enriching student’s consciousness beyond their
personal experience and past experiences. Introducing students to new concepts, new
ideas, and new perspectives, especially with adult learners, is very difficult. Adult
learners tend to have difficultly learning new concepts because they are limited by their
adult learners in the ultrasound field, it is best to expose them to the “whole-game”,
even the “hard parts”, early. According to Sheckley & Bell’s Experience, Consciousness,
activities allows them to learn implicitly. Learning happens on some levels without
instruction! Students must experience the “hard parts” first hand in repetitive ways. As
instructor, I must expose students to a wide range of different “change of body state”
neural activities. The different dimensions should consist of real life problems,
connections to history and the present, discussions of topics with peers/class.
Experienced-based programs boast participants who are not only proficient in their
performance but also in the complexity of their thought (Sheckley & Bell, 2006).
assessments. I think it’s absolutely beneficial to assess early and often. With adults, this
happened, instructors must ask specific questions that strengthen the student’s
Perkins, D. N., & ebrary, I. (2009). Making learning whole : how seven principles of
Sheckley, B.G. & Bell, S. (2006). Experience, consciousness, and learning: Implications
for instruction. New Directions for Adult and Continuing Education, Vol. 110.
https://www.youtube.com/watch?v=waYfslJFUIE&feature=youtu.be
Ted Talks. (2013). Peter Doolittle: How your "working memory" makes sense of the
https://www.youtube.com/watch?v=UWKvpFZJwcE&feature=youtu.be
1. Create a blog posting that reflects on three (3) of our Unit 4 and 5 concepts/topics in relationship to your own
learning environment (present or future), or reflect on any three (3) connections or insights you have gained in the
past two units. As a concluding point, discuss the implications of "The Game" on that setting and your own
teaching strategies. This may be written in journalistic style or as a personal reflection. The choice is yours, as long
as it still thoroughly addresses the connections. Remember to include all citations and references.
2. Add a picture that you create or find on the internet, which visually describes your connection and fits the look and
feel of your blog. (Make sure you respect copyright law. You can search for copyright free or “with attribution”
graphics from http://search.creativecommons.org/).
3. Add at least one helpful link to a good resource(s) related to your post…it could be a website, another blog, twitter
post, YouTube video, podcast, etc. Be creative and try to find some new resources to share with your classmates
and your greater learning community.
4. Post the link to your blog in the discussion designated for the blog assignment. Make sure the link is a clickable link
to ensure smoother cross-referencing.
While pondering the concepts of unit 4 and 5 of EDU 510, the 3 concepts that I
have related to my personal learning environment the most are emotions, memory and
consciousness.
Emotions are key to learning and memory. They connect students directly to their
motivation to learn (Pessoa, 2009). The aim of playing the whole game is to support
deeper understanding which is done by connecting emotions and learning. Playing the
whole game is never emotionally flat, it involves discovery, creativity, and curiosity
discussing specific real-world scenarios that apply directly to what we are learning. For
by showing a picture of an actual baby with the specific heart condition we are
discussing. Here is a link to a great article describing the relationship between emotion,
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01454/full
Learning this last week about long term memory and working memory was very
knowledge. As Perkins describes, students grasp the hard parts by deconstructing and
then reconstructing them (Perkins, 2009). This is most effectively done by making sure
that as an educator you have good timing! When, where and how much information is of
described the transfer of working memory to long term memory very well in the
YouTube video, How your “working memory” makes sense of the world. He explains
how for the average person’s working memory (WM) only lasts about 10 seconds before
they forget it and how WM is only converted to long-term memory “by doing something
with it” (Ted, 2013). Here are some ways to “do something” with working memory:
discuss it, apply it directly to a concept that the student already knows, write it down, or
create something with it. This list can go on and on! Knowing the baseline of students
learning is important to know as an educator because new concepts are built upon
experience as “Velcro strips” that instructors can use to adhere new concepts and ideas
to (Page 47).
Consciousness by definition is a person's awareness or perception of something
(English Oxford, 2018). In many cases with adult learners, there are misperceptions of
topics because of past experiences. Part of the “hard parts” included in teaching adults is
core of consciousness and consciousness is at the core of cognitive function (Sheckley &
Bell, 2006). Sheckley & Bell describe several strategies that I found very helpful in
aiding adults in opening their consciousness to new concepts. Offering new experiences
to the learner is the key to helping them form new concepts, perceptions, and ideas
about a topic. Involving learners directly in complex activities allows them to learn
programs boast participants who are not only proficient in their performance but also in
ultrasonographer consists of. All jobs have areas that are not fun or that a person does
not like; the same is true for ultrasound. Helping students work through second-
guessing their career choice and constructing a positive outlook and enthusiasm for the
whole game of ultrasound will be among some of the hard parts of teaching it.
References
English oxford living dictionaries. (2018). Consciousness. Oxford press. Retrieved from
https://en.oxforddictionaries.com/definition/consciousness
Perkins, D. N., & ebrary, I. (2009). Making learning whole: how seven principles of
Sheckley, B.G. & Bell, S. (2006). Experience, consciousness, and learning: Implications
for instruction. New Directions for Adult and Continuing Education, Vol. 110.
Ted Talks. (2013). Peter Doolittle: How your "working memory" makes sense of the
https://www.youtube.com/watch?v=UWKvpFZJwcE&feature=youtu.
Tyng, C., Amin, H., Saad, M., & Malik, A. (2017). The Influences of Emotion on Learning
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01454/full
Unit 6
2. What could you tell them about the impact of social contexts on your
development? Describe a social context/system in which you developed and the
knowledge you acquired/applied in that context.
of face-to-face time with my parents and nanny as a child. My brother and I were
homeschooled through Junior high which greatly impacted me in some negative and
positive aspects. There was a lot socially that I had to learn at a late age because I had
missed out on social interactions within a classroom/group setting. I had grown up with
my brother who was a year younger than me, so I did have some child-to-child
interaction, but really not within a group or class setting. There were some benefits,
however, to homeschooling from a scholastic standpoint. I was able to learn and work
ahead at my own pace. This has promoted a life-long self-motivation, and, I believe, a
setting. We were also able to travel more with my parents and have learning
the “links and processes taking place between two or more settings containing the
developing person” (Bronfenbrenner, 1994, p. 40). It was a difficult transition to say the
least. Scholastically, I was doing fine, but there were many “hidden games” that I was
unaware of and didn’t understand. I had little to no experience within this type of
setting. Within high school, specifically on a social level, there are hidden games about
how to be comfortable in your own skin, make friends, and be accepted. As an insecure
teenager, this was a very difficult time for me because I didn’t know the hidden games
and just wanted to fit in. As described by Perkins, “research shows that what people
daily choices” (Perkins, 2009, Page 135). I definitely made some poor choices in this
stage of my life because I was trying to figure out the hidden game.
actually result in what is my current career. My mom is an ultrasound tech and parents
own an ultrasound company. As a child my mom would come home from work and talk
about her day in detail. This affected me at a young age and I decided to follow in her
career path early in life. An exosystem is the “linkage and processes taking place
between two or more settings, at least one of which does not contain the developing
person, but indirectly influence processes with the immediate setting” (Bronfenbrenner,
1994, p. 40). This can also describe a portion of the macrosystem in my development. If
my mom hadn’t done ultrasound, who knows what career choice I would have made?
The macrosystem consists of the patterns of culture within the developing person’s life.
1994). Other examples of my macrosystem are that both of my parents went to college,
and were able to offer me the opportunities go to college. Also, the belief system that
References
Gauvain, M. & Cole, M. (Eds.) Readings on the development of children, 2nd Ed.
Perkins, D. N., & ebrary, I. (2009). Making Learning Whole: How Seven Principles of
Sheckley, B.G. & Bell, S. (2006). Experience, consciousness, and learning: implications
for instruction. New Directions for Adult and Continuing Education, Vol. 110.
Unit 7
1. How can the presence of illusions complicate cognitive sciences’ efforts to expand
mental representation models as a dynamic system and our instructional efforts with
children and adults?
The human brain is one of the most complex dynamic systems. It changes over time and is
affected by one’s environment (Booth, 2012). As a person gets older, the experiences they have
within the world make a lasting impression on their brain, how they form concepts and use logic.
According to the World-Mysteries.com, “Cognitive ‘illusions’ rely on stored knowledge about the
world (depth, rabbits, women) and are also under some degree of conscious control (we can generally
reverse the perception at will)” (2011). Characteristics of a person and the environments they are
exposed to produces their behavior (Booth, 2012). With adults, there can be many misdirected
perceptions of a topic simply based on their prior experiences (McLeod, 2015). While educating
adults, the teacher must first understand the fundamental structure of what the adult knows about the
topic and then address the misconceptions that they may have. These misconceptions fall under the
“hard parts” that Perkins (2009) describes. Addressing and debunking misconceptions that students
have can be a difficult process that takes the educator forming a junior game that gives the learner
http://www.canr.msu.edu/od/uploads/files/PD/Facilitating_Adult_Learning.pdf
I came across this document when doing some searching for outside resources and it addresses a lot
in regard to the dynamic systems of adult learners. It discusses their motivation, their experiences,
References
https://www.youtube.com/watch?v=qyOQyw7ws-c&feature=youtu.be
www.simplypsychology.org/piaget.html
BLOG POST #3
For your final blog posting, I would like you to reflect on what you have learned in
our class and how it impacts and influences (a) your present or future
professional learning environment, (b) the world of education and training, and
(c) your personal learning journey. The purpose of reflective writing is to give you an
opportunity to examine your learning experience, integrate it, and make it relevant for
your own purposes.
With this in mind, you should focus your attention on writing about the three (3) most
important connections or influences of your learning experience in the last few units of
this class to your personal and professional learning. You will need to decide what is
interesting and important to you and cover those three (3) connections. Reflection is
not the same as writing a summary. You will summarize your experience only to help
your reader understand what you are trying to convey. Although the content will be
based on what you think and how you connect the concepts, there should also be
depth, evidence of understanding, and broad integration of ideas. There are many ways
to do this, but the list below may assist you in getting started:
As we wrap up the final week of EDU 510, The Cognitive Science of Teaching &
Learning, I feel excited about all of the new information! Also, quite honestly,
began working on my final project which has helped me ponder the importance of
playing the whole game and how to incorporate it into my curriculum. The entirety of
the dream I have of writing a curriculum seems rather daunting. I think of how all the
pieces must come together and it seems impossible at times. Each class I take gives me
more and more pieces to make my vision of writing a successful, excellent ultrasound
program possible. While considering the topic of cognitive science, this class could have
been a year-long! There are so many aspects to how people learn and how connections
are formed. I am thankful for the eight weeks that we had to discuss in detail some
program. The dynamics I will especially focus on are: playing the whole game,
discovering the hard parts, and ultimately, helping students find their love of learning so
essential. Without experience and a “big picture” vision, students will be unable to be
successful in a real-world environment. I’ve thought a lot about how to incorporate the
whole game of ultrasound into junior versions that are palatable for my students. Junior
versions will include: reading about a topic, followed by discussion and real-life scenario
applications, and then actual application with lots of hands-on scanning time! While
taking this class, my eyes were really opened up to the hard parts of ultrasound. The
the what being an ultrasonographer consists of. I saw this first hand, not realizing it at
the time, when a student in my class dropped out during her senior year. She was
unaware of the many difficult aspects to what our job consists of. I never want my
mastering the whole game of ultrasound. Lastly, in regard to the ultrasound program,
the connection that I want to influence is learning the game of learning. I desire to foster
an environment where students understand that their learning doesn’t stop when they
graduate, it is only the beginning! I hope that my students will love and strive to learn as
much as do. The beauty of ultrasound is that one can never know it all! I will expect
students to be in the drivers’ seat of their learning while in the program in hopes that
and training: educators will only be successful if they strive to meet students where they
are. To put it plainly, students are completely formed by their experiences within the
world and the environment in which they are raised (Booth, 2012). Sheckley & Bell
(2006) describe it best, “Experience is at the core of consciousness” (p. 43). Teachers
must begin with a baseline of prior experience before they can begin to add additional
knowledge. Teaching in this way is most efficient but is difficult because of limited
teacher time and resources. I do wonder how teachers can effectively accomplish this,
especially at junior high, or high school age. It seems impossible for a teacher to fully
grasp a students’ background or history of experiences to meet them where they are at
individually. I thought the article added in the link below offered interesting approaches
and strategies to get to know students. There are examples of quizzes and games
included that may help educators discover cues of how to best understand a student’s
history and environment. See the link below to read the article:
http://www.d.umn.edu/~hrallis/courses/3204fa04/assignments/eg_assignment
s/brianne_us_eg.htm
While learning about cognitive science, I have gleaned a lot for my own personal
learning journey. In learning about playing the whole game, I have often asked myself
what hard parts I am not addressing or what the hidden games are within different
educational and work-related contexts. I have found that playing the whole game relates
to much more than just in a teaching context. There are life-lesson implications related
to personal and work relationships along with their dynamics. I think that playing the
whole game can actually be translated to all areas of life. For example: I want to play the
whole game of taking each class while obtaining my M. Ed. I want to discover areas that
are individually difficult, uncover the hidden games within each situation, transfer
knowledge from other contexts of my experiences, ask questions and collaborate with
people who are more experienced than I am, reflect on my motivations in difficult times
(like being sleep deprived and strapped for time with a new foster baby!), and always
remember that “most of what we need to learn still lies ahead of us” (Perkins, 2009, p.
211).
EDU 510 has been excellent and enlightening. I am excited to apply this
program.
References
Booth, A. (2012). Dynamic Systems Theory. Retrieved from
https://www.youtube.com/watch?v=qyOQyw7ws-c&feature=youtu.be
http://www.d.umn.edu/~hrallis/courses/3204fa04/assignments/eg_assignment
s/brianne_us_eg.htm
Perkins, D. N., & ebrary, I. (2009). Making Learning Whole: How Seven Principles of
Unit 8
1. Perkins notes that, “for long lives in a world of change, the game of learning could be the most
important game to learn.” How could that “game of learning” be enhanced based on what you
have learned about cognitive sciences and teaching?
Understanding the factors of how people learn and retain memories is a key aspect
to the “game of learning”. For me personally, understanding how I learn and retain
semester of college and struggling to figure out how I could retain the mass amount of
information that I was expected to learn. It’s upsetting that it took me this long,
honestly, I don’t think that it was because my educators in high school hadn’t tried to
help me understand my learning style or didn’t offered me advise on how to play the
game of learning. It had to come from my personal growth as a learner. I had to find my
desire to learn and motivation internally to ultimately be successful in playing the game
of learning. Understanding this about myself has changed my views on teaching also.
Especially as I teach adult learners, I must help intrinsically motivate them. For life-long
4. The 21st Century Skills website FAQ page states "to successfully face rigorous higher
education coursework, career challenges and a globally competitive workforce, U.S. schools
must align classroom environments with real world environments by fusing the three Rs and
four Cs".
How does what you just learned in our class reflect on this?
The 21st Century Skills in many ways parallels Perkins (2009) view of playing the
whole game. Educators must integrate real-life junior versions of real-world scenarios to
prepare students in the classroom. This entails playing the whole game of real world
work environments. The 4Cs are incorporated into the whole game as in pertains to the
fundamental subjects. For example: (1) communication (make the game worth playing,
working on the hard parts, uncover the hidden game), (2) collaboration (learn from the
team), (3) creativity falls under learning the game of learning as well as make the game
worth playing, and (4) critical thinking requires finding the hidden games and working
on the hard parts. I’m sure there’s other connections that can be made to Perkins (2009)
book throughout these 4Cs and how to help students play the whole game while
3....and to revisit our first discussion: Knowing what you know now - what aspects of the "mind"
are the most important in your field of teaching/learning?
While considering the aspects that include the mind (logic, rules, concepts,
analogies, and images), I believe that analogies are the most important aspect to my
personal learning environment. Students must be able to make connections to what they
already know to form new concepts. This is especially true when teaching adults, and
can a challenge also because adults may have misconceptions from previous personal
experiences.
It has been a wonderful 8 weeks learning with you fellow classmates! I wish you
the best on your final project and in your pursuit of your M. Ed.!
Melissa
References
Perkins, D. N., & ebrary, I. (2009). Making Learning Whole: How Seven Principles of
from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf.