Cognitive artifacts
Analyze, synthesize, use inductive and deductive reasoning,
solve problems
effectively and creatively. |
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Example No. 1
Cases & Queries (670)
Creation of a board game imbibing the principles of practicality, rule simplicity, instructional effectiveness, elegance, and flexibility. |
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Occasionally art imitates life, as in the case of this board game. This project was developed in our Simulation and Games (670) class. We were asked to create a board game which imbibed the principles of practicality, rule simplicity, instructional effectiveness, elegance, and flexibility. My team members were John Alexander and Paul McManus.
We thought a game would be a fun way to help EDTEC masters students prepare for the Comprehensive Exam. Our instructional objective was to facilitate learners in integrating their knowledge of educational technology, show critical thinking skills, and demonstrate mastery of the field. The content of the game consisted of theories, models and concepts used in the field of Educational Technology. We developed “SAGE” coins for points and cards with theories, models, and concepts on the back.
One of the mandates of the assignment was to make the game materials available for download. Our site contained concept, model/theory, case and query cards. All game components were made available in .doc and .pdf versions. After much team discussion, brainstorming, sketching and critical thinking, we came up with a final plan and named the game “Cases & Queries.” Players move around the board, gaining “SAGE” points by correctly addressing the cards. The game ends with an “ISD Designers Round”.
It was our intention that our game facilitate a collaborative review process for the learner, simulating the experience of taking the comps. Some of the learning and motivational theories that we drew upon were the ARC's Model (Keller & Suzuki 1988), Conditions of Flow (Csikszentmihalyi 2001), and Intrinsic Motivation (Malone & Lepper 1987).
Sadly for our game, the comps have been replaced by the ePortfolio. Any motivation for EDTEC students to play Cases & Queries has probably dissipated. We will never know if the game was the beneficial and fun tool for comps preparation that we hoped it would be. However, similar to my experience in Second Life, this project exercised my creative thinking and instructional design skills.
Example No. 2
Learning Capacity and Meditation (561)
Path to project from EET is: Table of Contents> Cognition and Learning>Learning and Meditation
Research on the effects of meditation on learning.
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Learning is a complex process. It includes neural, cognitive, developmental, humanistic, and subconscious elements (Boyd 2003). Educators have traditionally focused their efforts related to learning on modification of the student's environment, teaching materials, and methods of instruction. As I have always been interested in things of a more ethereal and less tangible nature, I chose to do research on the effects of meditation on learning. Having practiced meditation for many years, I had always thought of it in the context of spiritual growth and relaxation, but not cognition.
This project was my contribution to the Encyclopedia of Educational Technology (EET) directory developed and maintained by the EDTEC department.
This project also could have also been used to satisfy the data-based decision making competency.
At the time of my research, I found that the Transcendental Meditation ™ organization and the Mudrasham Institute of Spiritual Studies had the most data on the effects of meditation on learning. Proponents believe that the act of meditation integrates the activity of the mind, improving cognitive and emotional characteristics that are essential for learning. In addition to cognitive rewards, meditation can affect the developmental and psychodynamic models of learning by addressing unresolved issues which may interfere with optimal earning.
Although not hugely significant, a study done at the University of Hawaii in 1973 resulted in an increase in GPA of 0.17 one semester, with an increase of 0.11 in the following semester for students who practiced TM.
According to my research, benefits of meditation include the following:
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integrated behavior |
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increased productivity |
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increased flexibility in adapting |
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increased perceptual ability |
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faster reactions |
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increased energy and efficiency |
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reduced tension |
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decreased inhibition |
My findings relate to Csikszentmilhayi's Conditions of Flow, Keller's ARCS model
(the C and S of the model) and Maslow's Hierarchy of Needs (two of the levels of
the pyramid: physiological and self-esteem). I would love to see meditation as a tool for learning utilized more, particularly in
young learners who are open to experimentation and new ideas.
