Learning for the Long-Term

   Achieving long-term memory of new information is the ultimate goal for all learning, but it may be more easily said than done for learners not immersed in a experiential-rich learning environment.  The Cognitive Learning Theory details the Information Processing Model where new information must first be registered through the senses before entering into the short term memory, and only through rehearsal does this new information have the potential for staying power in the long-term memory (Laureate Inc, 2011b).  It is important to consider the requirements and limitations at each of these important stages of information processing in order to design lessons that utilize instructional strategies appropriate for the full potential of learning to take place. 

    In the first phase of information processing, the sensory registers require a multi-sensory approach to presenting new information for processing ignition.  A multi-sensory approach can be achieved by considering a variety instructional technology tools.  Advance organizers are an excellent tool for presenting information to students in a format that captures students’ attention.  Using software programs such as Inspiration allows an advance organizer to virtually “come alive” in a sensory capacity.  Inspiration allows teachers or students to provide a very visual concept map that also has the potential to include audio feeds as well as hyperlinks to other sensory-rich web environments.  In addition to concept-mapping software technologies, virtual field trips provide student with a multi-sensory encounter of new information.  Although students are not physically relocating to encounter new information, a kinesthetic connection can be made through the use of smart boards where students can click on and direct the virtual tour.   

    Short term memory can only process 7+/- 2 pieces of new information at any one time, and so it is important for educators to organize the new information in manageable ways to maximize learning potential (Laureate Inc, 2011b).  Once again, the use of advance organizers is essential in this stage of information processing in order for students to be presented with only the most important information in a logical, organized fashion drawing connections to related information.  A teacher might consider providing an organizer that contains blank information boxes to be filled out when the student encounters this new information while other boxes are completed in advance by the teacher.  The boxes that are completed may represent prior knowledge and the blank boxes anticipate new knowledge to be acquired.  Similarly, data collection and analysis tools such as Excel spreadsheets are software programs that easily allow teachers to isolate the new, meaningful information students should be encountering while providing the extraneous data. 

    Finally, the requirements for achieving long-term memory can be accessed through a diverse collection of instructional technologies.  The primary avenue for new information to enter into long-term memory is by elaboration (Laureate Education Inc., 2011a).  Encountering this new information in a variety of ways allows for numerous connections or networks to be established a pathway to accessing this information in the long-term memory.  Virtual field trips create rich experiences linked to episodic memories.  These field trips allow students the opportunity to use higher-level, critical thinking skills such as comparison when re-encountering new information.  Additionally, the use of instructional media such as blogs or wikis create experience-rich learning environments where students are asked to demonstrate their understanding of concepts by taking part in online discussions using a variety of media resources.  Wikis are wonderful platforms for students to demonstrate their ability to synthesize information he/she has learned through summary and note-taking.  Wikis allow students to display his/her ability to capture main ideas and supporting details in the new information they have learned.  Social bookmarking also holds the potential for creating and connecting pathways to information that may be stored for later entry into long-term memory. 

    The instructional strategies of cues, questions, advance organizers, summarizing and note-taking will aid me in teaching for understanding.  Each of these powerful strategies has the potential to support one of the three stages of information processing.    Technology should be used purposefully to support a particular goal in learning.  Understanding the role that a select instructional technology can play in supporting the processing of information is critical.

References:

Laureate Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Cognitive Learning Theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1