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Linked Open Data-Driven Contrastive CognitiveSubgraph Searching for Understanding Concepts in e-Learning
2018 IEEE 15th International Conference on e -Business Engineering (ICEBE) ICEBE e -Business Engineering (ICEBE), 2018 IEEE 15th International Conference on. :263-268 Oct, 2018
This paper is all about cognitive study and how it is a process in learning. New cognitive structures keep forming to improve cognitive structure and is benefit to understand concepts, this is done through assimilation and adaptation mechanism. This paper is aimed to help e-learners study concept knowledge better through cognition, this is shown through Linked Open Data-driven contrastive cognitive subgraph searching system. This system compares with existing search engines which compares with the concept that the learner already knows. This system is only the start of of looking in e-learning service methods, which will then aid e-learners in understating concept more profoundly. This system has not yet been applied. Prototype needs to be interrogated next into Silk
Road Sciences and Technology Knowledge Service System. So that it will aid the help of learners to achieve better cognitive efficiency of related knowledge concepts. In conclusion this paper can only been improved with the knowledge of the learners and their feedback.
Road Sciences and Technology Knowledge Service System. So that it will aid the help of learners to achieve better cognitive efficiency of related knowledge concepts. In conclusion this paper can only been improved with the knowledge of the learners and their feedback.
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Richard E. Mayer & Roxana Moreno (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psychologist, 38:1, 43-52, DOI: 10.1207/ S15326985EP3801_6
Multimedia should be designed in specific ways that reduces any cognitive loads that is unnecessary. This is a huge challenge for instructional designers as to achieve meaning-full learning, it often comes along with a huge amount of essential cognitive processing. In this article, there was discussion of nine ways to make this change of cognitive work, work load, with each load-reduction method keyed to an overload scenario. This research program has been running for the last 12 years, which has been conducted at UCSB. In order for this program to succeed they must depend on the understanding of how the human brain actually works, to show that effective instructional design depends on a persons sensitivity to cognitive load. Twelve years worth of hard work and programmatic research that has been conducted at UCSB , is shown throughout this article, with hopes to contribute to cognitive theory and building on an empirical database.
Multimedia should be designed in specific ways that reduces any cognitive loads that is unnecessary. This is a huge challenge for instructional designers as to achieve meaning-full learning, it often comes along with a huge amount of essential cognitive processing. In this article, there was discussion of nine ways to make this change of cognitive work, work load, with each load-reduction method keyed to an overload scenario. This research program has been running for the last 12 years, which has been conducted at UCSB. In order for this program to succeed they must depend on the understanding of how the human brain actually works, to show that effective instructional design depends on a persons sensitivity to cognitive load. Twelve years worth of hard work and programmatic research that has been conducted at UCSB , is shown throughout this article, with hopes to contribute to cognitive theory and building on an empirical database.
Constructivism and e-learning: Balancing between the individual and social levels of cognition
Hung, David, and Maish Nichani. "Constructivism and E-Learning: Balancing Between the Individual and Social Levels of Cognition." Educational Technology 41, no. 2 (2001): 40-44.
This paper investigates into both individual and social constructivist view. Both individual and collective knowledge construction are equally important, as is understanding. Some learning based community environments mainly focus in on knowledge building and their goal is to achieve a higher corporate understanding. Without a person having a full understanding in the community, an individual identity is not formed but only a collective identify within the community. Learning cannot be achieved if it is just at a social level, as it must happen in the learners head. In a community where each individual counts, each individual must go through their own personal learning, this creates diversity and everyones perspectives are valued. This gives way for people to depend on others individuality and knowledge. Within a community like this, there is room for negotiation and compromise. The goals of these communities are to achieve learning knowledge and learning how to learn, the goals are made very clear.
Hung, David, and Maish Nichani. "Constructivism and E-Learning: Balancing Between the Individual and Social Levels of Cognition." Educational Technology 41, no. 2 (2001): 40-44.
This paper investigates into both individual and social constructivist view. Both individual and collective knowledge construction are equally important, as is understanding. Some learning based community environments mainly focus in on knowledge building and their goal is to achieve a higher corporate understanding. Without a person having a full understanding in the community, an individual identity is not formed but only a collective identify within the community. Learning cannot be achieved if it is just at a social level, as it must happen in the learners head. In a community where each individual counts, each individual must go through their own personal learning, this creates diversity and everyones perspectives are valued. This gives way for people to depend on others individuality and knowledge. Within a community like this, there is room for negotiation and compromise. The goals of these communities are to achieve learning knowledge and learning how to learn, the goals are made very clear.
E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches
FELIX, U. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17(1), 85-100. doi:10.1017/S0958344005000716
Emphasis is being placed on students acquiring meta-skills and knowledge, shaping relevant, negotiated curricula, being involved in collaborative, lifelong, global learning with the help of real-life tutors and informants, a social constructivist approach presents itself as the natural pedagogical paradigm, in third Millennium thinking. Caution must be taken with regards to social, conceptual, political and pedagogical dilemmas, as time can be an issue. If high levels of fluency and accuracy are to be achieved in language learning, cognitive constructivist activities are something that may be up for discussion. With the two schools in interest complementing each other, despite being quite different, if care is taken to humanise and personalise automated activities, the best that is possible with current technological limitations. Doing this would explore in depth both static and dynamic technologies. Learners would be exposed to automated activities of a sophisticated class which would engage them in autonomous, predominantly cognitive and metacognitive processes, this would aid them in process-oriented real-life activities fostering psycho-social processes. The aim on this testing is to lead to a redistribution of scarce tutor time and better linguistic accuracy.
The Cognitive and Social Motivational Affordances of Gamification in E-Learning Environment
Motivational cognitive and social affordances of e-learning environment of gamification is the topic of this paper. After reviewing empirical studies in e-learning environment, it has been found that depending on what wants to be achieved that different game elements can be used for different cognitive and social motivational affordances. Although storylines are helpful as they can engage the student in their learning tasks, they can result in students attitudes towards learning activities due to the limited integration. Another way to encourage and to cognitively motivate learners is to reward them with badges as the virtual agents will help to achieve attention and participation of the students. With this being said, it is unhelpful to rank students for higher scores on leaderboards. Gamification can be very rewarding for students as it creates social learning for individuals. “Gamification should incorporate mechanisms to improve cognitive and social motivations that enhance the course. Future work should develop a framework for gamified online courses that to improve cognitive engagement and social interaction for learners”.
