Information Processing Theory and the Learning Process

Considerable research and studies over the years contributes vast amounts of information and data pertaining to the learning process.   Researchers use this information and data to develop models and theories to help explain the learning process.  Over time these models and theories are tested, critiqued, modified, and sometimes abandoned because newer more complex and precise theories emerge.  Additionally, these models and theories attempt to relate brain-processing functions to familiar concepts to give them useful meaning.  Overall, we know much about cognitive information processing and its relationship to human learning.  However, research and the associated models and theories are continually evolving making it difficult to put theory into practice.  Ertmer & Newby suggests it is the role of the instructional designer to put the most current, relevant and effective theories and models into the practice of student learning (1993).  This week I will evaluate two resources in the field of information processing theory and the learning process.  The first resource is a website and paper on information processing theory and the second is an article on putting the theory into practice.

Information Processing Theory

For a detailed review of Information Processing Theory along with numerous links to relevant web based information visit The Information Processing Approach to Cognition website.  The site has a link to a more in-depth paper on Information Processing and Memory along with other links on cognitive psychology.  The parent site is Educational Psychology Interactive that contains numerous links for topics on psychology including a number of sections related to education.  Dr. William Huitt from the Department of Psychology, Counseling & Guidance at Valdosta State University runs the site.

Huitt (2003) provides a picture of information processing theory that is consistent with our course readings.   Huitt argues that current research a 5 ± 2 working memory limit rather than the more conventional 7 ± 2 limit.  The site provides a nice visual diagram of the three-stage memory model modified to include parallel-distributed processing theory.  There is also a table of classroom examples of activities aligned with information processing theory principals.  I found the site and related links both off site and additional internal resources to be accurate and informational.

Theory into Practice

What's Happening in Students' Brains May Redefine Teaching

The second resource is an article published in Educational Leadership that provides insight on teaching strategies based on brain based research and information processing theory.  The article reviews some basic information processing theory principals such as sensory input, information processing, memory storage and retrieval, and attention.  Nummela & Rosengren (1986) present that the brain is constantly processing sensory inputs and attending to these inputs regardless of the source or intent.  For effective learning, the proper environment enables students to attend to the stimuli provided by the teacher.  The teachers struggle is to capture students’ external attention and appropriately direct their internal attention or thought process.  When the presented material is not sufficiently developed or organized; then student attention, either external, internal, or both will be compromised.

According to information processing theory, connecting sensory input to existing knowledge causes activation and processing to effect storage.  The most effective stimuli recalls existing knowledge, evolves or extends the existing knowledge, and leads to the storage of additional new knowledge.  According to Nummela & Rosengren, there are three primary barriers to student attention; 1) perceived threats cause lower level thinking and distraction, 2) logical conflicts cause excessive evaluation and possible rejection of an idea, 3) ethical variance causes internal conflict and distraction.  Teachers need to be aware of these barriers and neutralize them by providing a friendly and safe learning environment, watch for and address logical conflicts, and be mindful of ethical implications.  For creating a safe environment and gaining student trust, Nummela & Rosengren write:

“The dual plan is a term used to describe a very complex set of characteristics, including the teachers’ ability to generate trust and affection.  This ability stems from the sense of genuineness, of ‘realness,’ of deep concern and integrity which the teacher projects” (p. 51).

What surprises me the most is this article is twenty-five years old and these concepts are so fundamentally true and relevant, why is this not common place in education today?

I found this article extremely informational and hope everyone in the class takes the time to read it.

We reviewed two resources on information processing theory and the learning process.  The first resource from Educational Psychology Interactive provided a detailed overview of the information processing approach to cognition.  Additionally, the site contained a detailed paper on information processing and memory and numerous other links to cognitive psychology topics.  The second resource was an article on information processing theory and practical applications for teaching and learning.  I think both of these resources are outstanding and well worth investigating. 

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved September 17, 2011, from http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and

applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.

Retrieved September 17, 2011, from http://www.edpsycinteractive.org/papers/infoproc.pdf   

Nummela, R. M., & Rosengren, T. M. (1986). What's happening in students' brains may redefine teaching. Educational Leadership, 43(8), 49. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198605_nummela.pdf.

Interesting Blogs for Instructional Design and Educational Technology

Perform a blog search on “Instructional Design” and several hundred related blogs fill the screen for your reading pleasure.   Closer investigation reveals scores of these blogs are from past instructional design students and are no longer active.  Additionally, countless more are commercial, irreverent, or just not very active or interesting.  However, there is still a plethora of interesting blogs, especially if you expand your search criteria to include educational technology.  I chose to monitor four blogs, two dedicated to instructional design and two devoted to provoking stimulated thinking regarding various educational topics, kind of like mind candy.

Instructional Design & Development Blog

Maintained by DePaul University Faculty Instructional Technology Services (FITS), the contributors to this blog consist of about a dozen faculty and staff from the university.  The blog averages 2-3 posts per month but has an extremely low instance of comments.  The site contains an assortment of posts on topics from the mundane to some being extremely interesting and useful.  For an instructional designer the post Constructing Effective Online-Learning Environments via the Community of Inquiry (CoI) Framework was particularly engaging with its collaborative process framework.  Some of the posts explain ready to use techniques that can be useful in the classroom or for general technology usage.  A number of the posts refer to the Desire 2 Learn or D2L initiative and are informational in nature or provide functional tips.  While following this blog might provide some interesting topics, it is doubtful that it will entail much collaborative dialog.

Instructional Design Fusions

Dianne Rees a practicing instructional designer maintains this blog, which is, chocked full of interesting posts related to instructional design and elearning.  Interestingly, one of the more recent posts was an overview of Community of Inquiry (CoI) which is similar to a post in the Instructional Design & Development Blog.  The frequency of posts in this blog is 2-3 times a week and there is quite a bit more comments activity, post backs and cross posting.  One of the posts was an introduction to Compendium, an open source mind mapping and organizational tool.  The Compendium post also included links to several other similar tools for exploration by the reader.  For an instructional designer or anyone interested in educational technology following the posts of this blog could pay nice dividends.

Dangerously Irrelevant

Dangerously Irrelevant is an extremely popular blog touching on some of the most controversial topics.  Scott McLeod, Associate Professor at the University of Kentucky, is the author of this blog.  The blog averages 2-3 posts per week and receives many comments and cross posting.  I like this blog because it challenges the status quo and sparks conversation on contentious issues.  Ferriter (2009) writes,” Public articulation is essential for educators interested in refining and revising their thinking about teaching and learning” (p. 37).  This blog provides content, stimulation and a forum for some of this expression.  Dr. McLeod maintains another exciting blog called Mind Dump, which you may enjoy if you find Dangerously Irrelevant an interesting read.  The usefulness of this blog resides not just from the opinions of the author but also from the responses and corresponding discussions, whether in agreement or dissent.

THE FISCHBOWL

The Fischbowl, maintained by Karl Fisch, administrator and teacher in Littleton, CO. is another interesting and sometimes controversial blog.  Karl Fisch was a contributor to the highly popular presentation Shift Happens that later was expanded into the equally popular video Did You Know which, by the way, was also contributed too by Dr. Scott McLeod.   The latest version of the video, Iowa, Did You Know, was released last week at the School Administrators of Iowa Conference.  The Fischbowl receives several posts per month and several comments for each post.  If you are interested in getting into the fray of educational debate this could be a stimulating blog to follow and contribute too.

Ferriter (2009) is emphatic about the usefulness of educational blogs for collaboration and improving teacher knowledge and instructional practice.  Ferriter suggests, “Over time, you'll start to see a real change in the quality of the conversations that you're having with your peers.  Instead of simply chatting about your weekend, you'll find yourself debating the merits of the new practices that you've stumbled across online” (p. 37).  According to Ferriter, this can happen by investing as little as ten minutes a day into following a few well chosen blogs and spending some time in related conversation with your coworkers.

References

Ferriter, B. (2009). Learning with Blogs and Wikis. Educational Leadership, 66(5), 34-38. Retrieved from EBSCOhost.