Applying Cognitive Learning Theory to Adult Learning - Report Example

Expertise and Development Name: Tutor: Course: Date: Introduction Who is an expert? An expert is a person who has a skill or profession of doing something, in a specific area without any or few competition from other people. They can also be identified who are gifted, talented or exceptional in a certain area of work. The people always undergo various learning programs in order that they gain expertise in the field he or she is interested and passionately inclined. After gaining the knowledge on what they would do, they will go to the field and undergo training that is the practical part which would eventually lead them to be experts. Development in the other hand refers to the outcome of an expert who has done his work perfectly or without any problem. In order for the development to occur, anybody should apply what he gained when he or she was undergoing training hence would lead to the development. The paper will identify one activity then by using different range of cognitive learning, describe the activity then discuss the knowledge which is required in gaining this knowledge. At the end of the discussion, I would be able to argue the limitations and strengths of the activity using cognitive approach. Under these topics, one would be able to know what will be involved in acquiring skills needed in computer applications. After an individual has gained these skills, he would eventually apply these skills which would lead to development at long run. Using a computer application This is the process whereby a person has the ability to use the computer without any problem, and can be able to enter any data into a computer system. This process always involves a person going for training so as to be able to use a computer system. While undergoing training, a learner is thought on how to use different computer applications and the importance of each computer application to the learner and how it can assist them in the near future. Once the learner has acquired that skill he or she would be in a position of using a computer system more comfortably, and in the long run make money which would make them live positively in life. In this area, learners are forced to think critically when using applications such as semantic words, databases and other applications, so as to represent the information which is being studied or what they actually know about the subject. In this case, we find that use of computer applications as a cognitive tool is an example of learning with technology rather than transforming them. This cognitive tool in using a computer application is always used as productive software. Propositional knowledge is the knowledge that is natural and is expressed in declarative sentences or indicative understanding. However, there are different types of propositional knowledge, which can be, used in computer applications. These types are, Factual Knowledge – This type of knowledge refers to knowing of the Domain which is under study. The richness of this understanding grows as we gain expertise and the schemes which a person uses in the description for chief clarifications will get larger and more interrelated. Under Computer Applications, it is established that for any individual to use a computer system he or she must know the right key words which a certain application has to use for her or him to use that computer application. For example, for a learner to use Microsoft Excel when entering data into a spreadsheet he or she must, first, know what sort of facts he or she is using either a string or a variable hence would find Microsoft Excel easy and enjoy using. Syntactic – In this type of knowledge we find that it involves; the learning of vocabularies, abbreviations, symbols, equations and appropriate forms of sentences. For example, in a Computer Application like Microsoft Access we have to know how to make forms and be able to know how to use different vocabularies used while using this application. Schematic Knowledge is that type of knowledge which look at identification of similarities and differences among parts, as what is found to be similar would eventually be changed as one becomes an expert in that field on computer application. As in this case, we are able, or an expert will easily know, what is more, similar with another thing and can change it without altering with the functioning of the computer application. Strategic knowledge is that type of knowledge where one is attempting to solve a problem, that is, more probably to change as a function of the experience an individual has within a domain. This is achieved where somebody will easily solve a problem by working on them without any hitch at all. In computer application, strategic knowledge is a need for if one application fails to function then may be able to use another application because these applications are more likely the same. Procedural Knowledge This is that type of knowledge where one has the knowhow of doing something. This type of knowledge is, however, divided into different levels namely: Cognitive Phase This is the level where desired skills to be learnt are broken down into parts, and then understanding how this parts will come together as a whole for the correct function of the job desired to do. The process of organizing these parts is known as schemas which play a pivotal role in trend and possession process. Attention, slowness, deliberation and consciousness in these levels is the key and the most valuable thing. We find that, we need to have the preferred skills for us to use any computer application under this phase and, therefore, for one to gain these skills he or she must be keen when they are being thought about the skills of using Computer Applications. Associative Phase This is the level where repetition of certain things is done, to gain that skill which is needed for a person in doing a certain job, and ineffective actions are dropped. In this, an individual sensory organ is now able to acquire accurate data, which is required, for the completion of a certain job or skill. Differentiation of principal and unimportant things is hugely influential at this level. During this level, we have in place the composition and proceduralization a means of converting a declarative verity into assembly form. Composition is the process whereby we compile or organize different factions together into one crucial thing. As first stated in this level, learners are thought over and over again on the importance of repetition in order to gain skills of using computer applications by their teachers. By so doing, they will find it easier for them to use these different types of computer applications. Autonomous Phase This is the level where a person is needed to be perfecting his skills. In this case, the differentiation of central and unimportant things would be easier to that one would have gained skill which has then become automatic in differentiating things. The most noteworthy thing in this stage is the expertise, experience and general knowledge for that job. In this category, we find that there are three things, which dole out, as the foundation of mechanisms of tweaking that is discrimination, strengthening and generalization. Under this category, a learner would have gained or would be able to use computer applications without any problem and can be able to remove things which are of no importance while using the computer applications. Alternative View This is the level one is only needed to have knowledge of the desired end-result or its concept. In this level, there are different levels involved which are in the real sense repeated over and over until a person is able to model a neural work which can guide a bustle aptly and precisely without much thought. While using applications under this category, a learner would only be interested by the outcome as he or she will have gotten the expertise to use computer applications. Metacognitive knowledge refers to one’s knowledge regarding one’s cognitive processes or whatever thing associated to them. However, metacognition can be classified into three processes namely: Metacognitive Knowledge refers to what an individual knows about himself and others as cognitive processors. Metacognitive Regulation refers to the regulation of cognition and learning experiences through following certain processes, which can help, an individual control his or her learning. Metacognitive Experiences refer to experiences which boast something to act with present, ongoing cognitive venture. Dispositional Knowledge is the ability by someone or something to behave in a certain way in a specific condition. For example, we can see how a hard disk of a computer is behaving and say that it has dispositional knowledge as a person is able to use computer applications. There are extremely many things which are involved in cognitive learning theory so as for one to become an expert in different fields and these things are as follows and their theories, which are involved, are as follows; Behaviorism In this area, we find that learning is used to change behavior as a tool, secondly, the environment in which the learner is will always shape his or her behavior, and lastly, the principles of contiguity and fortification are the key things which explain a learning procedure. In cognitive learning theory of behaviorism learning is found out to be the attainment of latest conduct through a process known as conditioning which are divided into two categories namely: Classical conditioning involves the response of reflex or reflex actions. Operant conditioning: This is the process by which a certain behavior is brought down by use of punishment. By using behaviorism theory, we find that the learner uses learning as a tool of learning Computer Applications then he or she would be able to gain that knowledge of using those applications whilst if the learner has a weird behavior about those applications the learner would gain nothing at all about these applications. Cognitivism This is the theory whereby behaviorists are criticized for being too relying on blatant behavior so that they could be able to explain learning. Gestsalt theories have, however, emerged into two cognitive, which are the underlying cognitive approaches and they are: (1) Prior knowledge plays a prominent part in learning and (2) that the human brain, which is, the memory structure is an active processor of information which is organized in a certain manner. These cognitive theories are, however, used in looking beyond the behavior in order to explain how the brain is learning. The other thing is that researchers have lately found out that the aspects of cognitivism can or is always found in learning on how to learn, intelligence, learning memory and social acquisition compared to age. Constructivism In this are we find that learning is viewed as construction of one knowledge from individuals past events. In this area, we find out that constructivist learning involves ones or self internal concepts, personal endeavor and general principles may, therefore, be applied in the practical, real world for solutions to be caught would be one’s own thinking. For this theory to be achieved well, we find that learning should be introduced to be a culture by the most skilled people so as the learners can get the ego to on learning. On this regard, we find that learning help student to explore many things and hence can be able to do work practically without any problem at all because a teacher will always act just like a guide and will encourage in exploring more. Other aspects of constructivism can be initiated in transformational learning, reflective practice, religious practice, situated cognition and experimental learning. In constructivism, we find that there are many variations found in it, but examples are; Active learning, knowledge building and discovery learning. Informal, modern theories This is the theory where the learning process may be interrupted so as practical can be done. In this area, there should be either learning taking place for the formation of concept, for an overall initiative to be found or should the considerate of the general idea with the particulars filled in later. Other Learning Theories This are learning activities which have been developed for particular reasons e.g. andragogy which is the form of helping of adults in learning. There is also multimedia learning, which is the use of multimedia in learning, and connectivism which involves the theory of networking by use of connections while learning. Criticism We find that, under this area, traditional educational practices are claiming that there is no theory like that and the attempt of comprehending this process has created more problems than it has ever solved which they claim that in order to make up the sensitivity of shortage we must first weigh the term learning and gauge it. By doing this, we will be more comfortable because we are going to having at least a view on the problem. However, there is a crisis with this approach because it is humanly meaningless. Strengths of using cognitive thinking in using Computer Applications Reasoning There is critical thinking, in that, a person is made to think quite hard so as to find a solution to a problem when in use of computer applications as opposed to behaviorism where a person does not need to think because a solution to a problem can be easily reached. In other cases of using these applications in computers, we find that, we are supposed to follow definite steps which will help in achieving the best results and hence require reasoning while using these computer applications. Memory We also find that, in cognitive development in use of computer applications, a personality is believed to be able to remember things without any difficulty, because these things are or have been learnt practically hence not easy to forget, whereas if behaviorism is involved forgetfulness is always there because the time of problem solving is at that time when they are solving the problem and no other time hence forget fullness. Memory in this case, is extremely substantially needed, because when using computer applications one is not supposed to be carrying books or using references for you to operate a certain application hence need for an exceptionally high remembrance power. Intelligence Decision making is also acutely critical at this stage in that, before a learner arrives at an amicable solution when using computer applications you ought to have genuinely thought. In this area, we find that the only way for an individual to have an excellent solution is to decide because, in this area, you will find that there would be many solutions to problems you are solving so you have to decide which you are going to take. Information Processing We find that, the way to process data in computer applications is tremendously valuable so a learner is supposed to understood how different computer applications work. A learner will not be able to use a computer application without knowing how to run the application because at long run you will make that computer application to either be able to run properly or make it to malfunction. We find that, in humanism or behaviorism of a person may know how to use a computer system but may not be able to know the steps to be followed so that application may function properly. There is the need for a learner or a person using a computer application to be able to know the key words which are required in using a different computer application hence will help in fast processing of data into information. Limitations of Using Cognitive Theory in Computer Applications We find that the use of cognitive theory in computer applications restricts people not only of what they know but also of their practical parts in computer applications, in that, certain criteria has to be followed when using cognitive theory in computer applications thus leads to restriction in use of computer applications. Unlike humanism, whereby, no one is restricted on what to do, because, if that person knows how a solution to that specific problem is achieved then he or she is in a position of performing tasks without any restriction thus undermines cognitive theory in this area. The other thing is that in this era of computer applications, where cognitive theory is needed, job opportunities for people are always cut in that even if a person have the knowhow to do a certain job you will not be allowed to do so. This is brought about by the belief that, experts are the people who can perform computer applications jobs only, rather than individuals who possess the ability to do so but they are not educated on this area of cognitive theory of computer applications. Whereas behaviorism or humanism gives room to people to do their jobs as long as they have the knack to do so. Cognitive theory in computer applications never allows people to do so hence we find it a limitation in this area. The other thing, common with computer applications is that, preferred behavior used is well defined and is always known, as this is not the case with humanism and behaviorism where different people can report dissimilar outcome for the same problem and is widely isolated. We find that, for Computer Applications to function well there are certain criteria to be followed, so as to get the best results and as is not the case with humanism where one cannot follow certain criteria in doing so. Bloating is also a significant problem in this area, because a learner will find that larger programs in computer applications will take a lot of resources and contribute towards the over fitting of the solutions, whereas in humanism or behaviorism few resources are used and contributions of solutions are not over fitting. For one to get the appropriate information one is supposed to interact two programs and, therefore, one will find that a lot of computer programs will be used which will cause bloating and exhaustion among the learners hence you may not get outstanding results. Conclusion Cognitive theory is suitable in the study of computer application. The intelligence model theory associated with the sensory organ of an individual resembles that of the computer. This indicates a similarity between the theory and the practice of computer application. Cognitive theory has a greater edge compared to other learning theories, in that it is focused on the individual ability which is not subject to other external factors. An individual past experience plays a vital role in an individual learning process. When an individual combine the past experiences and memory capability the learning process become simple and easier. Learners should possess the chief responsibility of their success in any task. References  Flannery, D. (1993). Applying cognitive learning theory to adult learning. Toronto: Jossey-Bass, Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load Theory: A Special Issue of Educational Psychologist. Routledge. Sigelman, C., & Rider, E. (2011). Life-Span Human Development. 7th ed. Michigan: Cengage Learning. Nooteboom, B. (2009). A cognitive theory of the firm: learning, governance and dynamic capabilities. Washington DC: Edward Elgar Publishing. Tuckman, B., & Monetti, D. (2010). Educational Psychology. New York: Cengage Learning. Sternberg, R., & Zhang, L. (2001). Perspectives on thinking, learning, and cognitive styles. Los Angeles: Taylor & Francis. Read More