This week, I had the great opportunity to come to Boston for a training. What an enJOYable place! I’ve been here for three days in a frantic routine, and finally had the time to dedicate to my blog.
The assignment for this week is for EDU 510 (Cognitive Science of Learning & Teaching) and my task is to tell you what I’ve learned this past three weeks.
We had a very interesting discussion in our first week about artificial intelligence (AI) and what aspect of human thinking would be difficult to be performed by AI.
When we talk about AI, I’m sure many of you think about sci-fi movies and all the technology on them. I was surprised to learn that many things we are already doing such as site recommendations and filter for viruses are considered AI. I was unaware of the use of AI for handwriting recognition, writing assessments, intelligent tutoring systems and computer-supported collaborative learning. I was glad to find out how affordable some of these technologies have become over the years.
As mentioned in the video The Rise of Artificial Intelligence, the brain is one of the most complex organs and there is still much to learn about it. AI has not been able to work in situations that involve vision, natural language, understanding, and speaking. All of us in the class got to the same conclusion: emotions cannot reproduce by machines!
The readings proposed for week 2 were quite challenging. We read articles on rules, logic and concept. Concept formation is defined by Bruner, Goodnow, & Austin (1967) as the search for and listing of attributes that can be used to distinguish exemplars from non-exemplars of various categories. It requires comparison, contrast, and are culture-bound. Logic is the science of reasoning, proof, thinking or inference, and rules are instructions that tell you what you are allowed to do and what you are not. The main topic for discussion was problem-solving differences between adults and kids. According to Piaget, it is not until age 11 that children are able to use logic to solve problems, view the world around them, and plan for the future. So, after taking all these “concepts” into consideration, I got to the conclusion that teaching children and adults has a big difference once children will not have the cultural background an adult has. The difference between the learning process between a child and adult is that the child is in the early process of making connections and building new ones.
Finally, we are having a very nice discussion on learning styles and synapses. We were requested to do our Learning Style Inventory and I scored a nine for active and visual styles, one for sensing/intuitive and three for sequential/global. I was happy to learn that I’m balanced between four styles, what leads me to conclude that it may help me deal with the other two extremes.
If you are interested in taking the test, click here and here.
Interested in learning more?
(2014) Kids Outsmart Grown-Ups : Berkeley Research. UC. Berkeley YouTube. Retrieved from https://www.youtube.com/watch?v=bHQ0DemKcEA&feature=youtu.be
Bruner, J., Goodnow, J. J., & Austin, G. A. (1967). A study of thinking. New York: Science Editions.
Smith, M. (2013). Andragogy and Pedagogy: Similarities in Teaching Adults and K-12 Students. Evolllution Website. Retrieved from https://evolllution.com/opinions/andragogy-and-pedagogy-similarities-in-teaching-adults-and-k-12-students/
Hi. I'm Raquel Poteet, an ESL and Spanish teacher. My calling is definitely teaching. That's why I decided to further my education. I'm enrolled in my TESOL M. Ed. program at Post University and loving it!