Cognition is the process of thinking. It includes the critical evaluation of information,
sense-making, decision-making and problem-solving. It is at the core of education: Our
students learn through the process of thinking. It is also one of the most challenging
brain functions to understand, many times more complex than the processes that
regulate physiological systems such as motor control, heart rate or digestion. Luckily,
we do not have to become neuroscientists to make practical use of the cognition basics,
so let’s dive in!
Watch the multimedia lecture and complete the assigned reading.
Make an initial discussion post to the Week 5 board:
Choose one of the following prompts (a., b., or c.) over this weeks’ materials and
write an initial post that will spark a lively, interactive discussion with your
classmates:
a. Video Games: Review the “Renaissance Sneaking
” document provided
on Moodle. This was part of what I produced for my doctoral program’s
comprehensive exam in 2014. It discussed the use of the video game
Assassin’s Creed as a basis for teaching architecture at the college level.
Use the information provided by Sousa (2016, pp. 90-97) to:
• Describe in detail how the proposed design might meet the needs
of “rewired” cognition.
• Identify your favorite part of the design and explain why you like it in
terms of what we have learned about “rewired” cognition.
• Explain a part of the design that could be improved in terms of what
we have learned about “rewired” cognition.
• Identify the risks of deploying this video game-based activity and
what steps you might take to mitigate those risks.
b. Convergent and Divergent: Consider a topic from your professional field
(or future field) that needs to be learned. Define how you might structure a
learning activity that uses convergent cognition. Now describe how you
might redesign the activity using technology to prompt learners to use a
divergent thinking approach. Cite research on convergent and divergent
thinking to support your choices. Explain the benefits of the redesigned
activity and how technology helped make it possible.
c. Flipped Classrooms: Write an analysis of flipped classrooms as a
pedagogical technique for supporting “rewired” cognition. Include a
detailed description of the advantages and disadvantages, best practices
and risks. One particular problem is that students may not watch the
assigned video(s). How would you deal with this and other risks? Ensure
you use sources beyond Sousa (2016) for a diverse and balanced view of
the topic
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