TuTaJ MoSheCIe SieM WyPoWiaDaĆ Na TeMaT BlocQa Co ZmIeNiĆ I InnE
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<table border="0" cellpadding="3" cellspacing="1" width="100%" class="forumline"> <tr> <th class="thCornerL" width="22%" height="26">Autor</th> <th class="thCornerR">Wiadomość</th> </tr> <tr> <td width="22%" align="left" valign="top" class="row1"><span class="name"><a name=""></a><b>zvswgogna</b></span></td> <td class="row1" height="28" valign="top"><table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td width="100%"><img src="http://picsrv.fora.pl/subSilver/images/icon_minipost.gif" width="12" height="9" alt="Post" title="Post" border="0" /><span class="postdetails">Wysłany: Czw 9:14, 09 Sty 2014<span class="gen"> </span> Temat postu: The Digital Sandbox Teaching and Technology</span></td> </tr> <tr> <td colspan="2"><hr /></td> </tr> <tr> <td colspan="2"><span class="postbody">The Digital Sandbox Teaching and Technology <br />To begin we will explore some basic concepts of the human memory system and how it can be applied to new innovations in technology. When we compare memorizing a list of words with recalling facts about an actual experience we notice a fundamental difference between the two tasks. The second task, recalling an experience is easier. Details of an experience allows for a stronger recall of information like, people, places and sensations are embedded in our memory. Even though the recollections may fade in our memory system over time we naturally retain vast amounts of ordinary information that we can retrieve at anytime. Education that focuses on memorization disregards the natural memory system that are retrieved and stored from experiences. The key to education is to find ways to have both ordinary information and natural memory work together. <br />From cognitive psychology and the "Information Processing Model" memory is divided into three separate stores that include sensory, shortterm, and the longterm memory. To better understand the Information Processing Model we first have to review each stage of the memory system for clarification of how it affects student learning. Sensory memory refers to the preliminary, shortlived recording of information in our sensory systems. The two types of sensory memory are iconic, and acoustic. When a sensation enters the visual sensory system, they linger briefly in iconic memory Iconic memory refers to the brief visualization of information as it is being interpreted by the cortical visual area of the brain. Auditory or Iconic is also inclusive to sensory memory and is a mental echo that is briefly preserved after information has been heard. The sensory memory involves in the learning process what is both seen and heard through both visual and auditory senses. <br />Sensory memory refers to items detected by the sensory receptors which are retained temporarily in the sensory registers and which have a large capacity for unprocessed information but are only able to hold accurate images of sensory information momentarily. The sensory memory has unlimited capacity and lasts for a few seconds. Even though sensory memory may only last 300 milliseconds it becomes important in the retention of shortterm memory as it relates to actual experiences. <br />To influence sensory memory as it is transferred into shortterm memory lesson designers need to recognize and develop ways to stimulate the two fundamental operations of sensory memory,[url=http://www.fcgeo.ca]ugg outlet[/url]. For this to occur an experimental approach to multimedia integration of lesson design will be explored in the latter parts of the chapter. The idea behind the multimedia approach is that if short stimulations of visual and auditory introductions occur at the onset of a lesson then working memory will be enhanced when transferring information to the shortterm system. In the traditional model of sensory memory as seen in Figure 1 sensory memory is easily forgotten before it is transferred to shortterm memory. <br />ShortTerm Memory or Working Memory <br />After entering sensory memory, a limited amount of information is transferred into shortterm memory through two basic operations of iconic, acoustic processing formulating the working memory system. Working memory refers to the structures and processes used for temporarily storing and manipulating information. The specific parts of the brain responsible for working memory that is normally accepted is divided into four separate regions. The frontal cortex, parietal cortex, anterior cingulate, and parts of the basal ganglia are crucial functionings of the brain as it relates to working memory. Shortterm memory is the ability to remember information over a brief period of time (in the order of seconds). Working memory overtime has replaced the older concept of shortterm memory, by making a stronger emphasis on the notion of manipulation of information instead of passive maintenance. There are several theories on why information is lost as it is transferred from sensory memory to working memory. Each of these hypotheses on the limitation of cognitive resources as information is transferred to working memory plays an important role in lesson design. <br />For example, if it is widely accepted by cognitive scientist that memory decays within a few seconds, unless refreshed through rehearsal, and because the speed of rehearsal is limited, then limited amounts of information can be retained it becomes imparative that rehersal is one key to retention. Secondly, if representations held in working memory capacity interfere with each other by replacing older representations then sensory repetiveness becomes the key to retention. Times New Roman and understanding how shortterm memory retains limited information through the two basic operations of sensory memory becomes important when designing a lesson as I will discuss later. Designing lessons that expose the learner to using their two basic operations of short term memory of iconic (the ability to hold visual images) acoustic (ability to hold sounds) and shortterm working memory establishes truer processes to long term retention of information. <br />It should also be noted here that retention of information through shortterm memory is not a function of time, that is, the longer information stays in the learners' shortterm memory; the more likely it will be placed into longterm memory. Shortterm memory is essentially affected by the organization of complex information through the operations of sensory memory and working memory before it can be encoded into longterm retention of information. Working memory is the active process of using the information from the lesson as it is moved from shortterm memory to longterm retention. Longterm memory provides the learner with the framework to which new knowledge is attached. On the other hand longterm memory is contrasted with shortterm perceptual memory which can be stored for extended periods of time. The objective then is to design lessons that are multimedia integrated allowing the learner to experience numerous impacts on sensory memory. These multiple sensory impacts will theoretically provide larger amounts of images and sound transfers to occur as they are retained in for longer periods of time in shortterm memory. To design lessons that affect deeper roots of retention there is a need in the understanding of the Information Processing Model and how learning occurs when information is transferred from sensory memory to shortterm memory into longterm memory. This understanding of the process of learning helps lesson designers' impact higher retention rates among learners. A preliminary definition to meaningful learning refers to the storage of schemas that has multiple connections that can be accessed appropriately in everyday context. Information in longterm memory is stored in interrelated networks of these schemas and become retrievable and enhanced over time when subject to higher order thinking activities. Schemas, in turn, form intricate knowledge structures and related schemas are linked together forming bodies of knowledge. These interrelated bodies of knowledge are how an individual can relate new and similar information that strengthens existing schemas. These schemas guide us by redirecting an individual learner's attention to relevant information and allow the learner to ignore information that is not important. Since longterm memory is prearranged into schemas, lesson developers' should call upon preexisting schemas before presenting new concepts.</span></td> </tr> </table></td> </tr> <tr> <td colspan="2" height="1" class="spaceRow"><img src="http://picsrv.fora.pl/subSilver/images/spacer.gif" alt="" width="1" height="1" /></td> </tr> </table>
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