ELearning/Course design/Cognitive support
We can consider cognitive support as any action or piece of information that assists users as they execute the cognitive aspects of learning tasks and planning for future tasks.
Performance support
Performance support can be seen in the tools we use as we carry out various tasks. For example, a word processor, dictionary, thesaurus, and spellchecker used in writing. Or a calculator, measuring instruments, and notebooks for land surveying. Likewise, students benefit from the same tools as they learn to perform these intellectual and psychomotor skills.
During the planning phase, it is appropriate to list the performance support tools used by practitioners in the field of study and perhaps narrow the list to those useful for tasks students will be performing. In the online situation, tools may need to come in web-based, simulated form. Create an ideal list for now, articulating how the support might be provided within the actual course. A web search will likely yield a number of free or low-cost solutions. As an example, the Purdue online writing labprovides a variety of student and instructor support.
Scaffolding
Scaffolding learning includes such tools as coaching, questioning, checklists, and rubrics that help close the gap between current and desired learner performance. The performance or learning gap is best describe by Vigotsky's (1978) zone of proximal development where the learner is not capable of the next level of performance on his or her own, but is capable with assistance from the instructor, peers who do understand, or through computerized assistance. See the Scaffolding article in the Teaching section.
Learning support is best provided at the point of need, when learners are confronted with problems, situations, or tasks they are unable to complete on their own. The temptation may be to frontload everything into the initial instruction, but this can be a mistake for at least a couple of reasons. First is cognitive load; providing more information than can be absorbed overloads comprehension and degrades learning. Second is motivational; when learners are asked to apply what they have learned and encounter gaps in their knowledge, they are more motivated to learn what they need. During this, the planning stage, you need to determine the scaffolding you will provide your learners. Some ideas:
Discussion questions to prompt learner reflection, clarification, and perspective sharing.
- "Ask the Professor" discussion board dedicated to fielding student questions.
- Additional learning materials you can make available in a resource section, or offer up when students ask for further instruction.
- Automated learning activities that track student responses and react accordingly, such as breaking larger questions into smaller chunks, or moving forward on correct answers.
- Self- or Practice tests programmed with feedback.
- Learning activities in which necessary information is provided at the point of need.
Please refer to the Scaffolding article under the Teaching section for more information.
Encouraging metacognition
As discussed elsewhere, metacognition is the introspective ability to monitor, regulate, and sequence one's own mental processes. While most people are capable of introspection, it's not something most of us do regarding our learning strategies. This is a missed opportunity to improve student performance and instructors need to ask introspective questions in a number of ways as part of assignments and assessments.
Journals and discussions are excellent opportunities to ask metacognitive questions. A few samples:
- Having experienced the simulation, what did you learn about yourself in competitive situations?
- After reviewing the 12 core functions, create a journal entry and discuss what you see as your hopes, strengths, reservations, and limitations concerning substance abuse counseling. Given these considerations, what do you hope takeaway from this course?
- What went well and no-so-well during the interview? What changes will you make the next time you interview?
Exam wrappers include a short list of questions for students to answer after they complete an exam and receive the results. The goal is to get students thinking about what they did not know or did not understand, why they failed to grasp the knowledge, and how they could prepare more effectively for the next test.
For classroom-based tests, the wrapper is physically wrapped around the scored test when it is returned to students, but this can be included as a voluntary or required attachment in the online environment. Best results come when students submit their answers and are returned when the next exam approaches (Paul, 2015).
Here are sample questions for a math test:
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