This week we continue our discussion on cognition but focusing on complex learning. We are moving past simply getting information into our memory and being able to retain and retrieve it. Now we are beginning to discuss aspects of cognition that may also require us to retrieve a variety of information and integrate it to solve problems that are complex. We might also need to retrieve knowledge learned in one context and transfer and use it in a completely new context. Within our 2 chapters this week again are implications for designing instruction for promotion of self-regulation, transfer, and problem solving.

As you read the chapters this week and then we continue with our readings over the next several weeks I think you will begin to see how intertwined different topics within cognition can be. Many of the resource readings I provide you with in Session 2 this week include the role of motivation in self-regulated learning, transfer, and problem solving. I would say the majority of you are no stranger to the need for motivating yourself to become more self-regulated when taking this and/or other online courses and these variables are likely one of the keys to successful online learning. It should be no surprise then that much research is available on these topics within online learning research. I would think that many of you could quickly list 3 or more strategies you use in this course that would fit within metacognition, self-regulation and study strategies.

Transfer and problem solving are increasingly becoming the focus of educators as we strive to move students beyond simply retrieving facts and comprehending information and towards transfer of newly learned skills from one context to another and promote critical thinking and problem solving. Problem-based learning is a popular outgrowth of this movement. In addition, transfer and problem solving are critical elements in the workforce. The difference in a novice and expert within a particular field is often defined by their ability to solve complex problems. Such problems may be ill defined or poorly structured but an expert is able to retrieve all relevant information and come up with unique solutions. Facilitating the skills that increase students' ability to transfer learning and solve complex problems is becoming critical. In this information age, where the information is available to almost everyone, the thing that puts people ahead is the ability to use the information to solve problems.

Please review the objectives for this week and read your text carefully with these in mind.

Session Activities

• Complete the Chapter Thirteen Quiz for Ormrod. You will have 120 minutes for this quiz. You may go directly into the eLearning system or read the directions first.
• Complete the Chapter Fourteen Quiz for Ormrod. You will have 120 minutes for this quiz. You may go directly into the eLearning system or read the directions first.

Reading/Research

There are a multitude of web resources available on the plethora of topics covered in this week's chapters. A few of these are listed below. Feel free to peruse at your leisure to assist in your understanding of these topics or expand on your current knowledge.

• Predictors of engagement and participation in an online course
• Self-regulation. motivation, learning preferences, and animations in computer-based learning environments
• Teaching thinking skills
• Motivational influences on transfer of problem solving strategies
• Inquiry and problem solving
• Problem based learning
• Motivation and transfer
• Cognitive Engagement Style, Self-Regulated Learning and Cooperative Learning
• Increasing Motivation from a Learning Skills Program: Interesting way to help college students self-regulate - I like the way they place the responsibility on the learner - the idea of self-regulation which is a big adjustment from high school to college for many
• Learning Styles can become Learning Strategies
• WEB-BASED LEARNING: STUDENT LEARNING STYLES, LEARNING STRATEGIES, LEARNING PATTERNS, AND ACHIEVEMENT

APA Tidbits

This APA tidbit comes from a dissertation manuscript we reviewed this week. An entry in the reference pages read

Franklin, G. (2001). Lecture notes from EDF 7685 Educational

Foundations: A philosophical and multicultural analysis. Pensacola, FL: University of West Florida.

How does one cite lecture notes from a class or a discussion from a professional workshop that provided information that should be included in your project report?

The first question to be answered is this? Can the information be accurately recovered in its original form? In the case of lecture notes, workshop discussions, personal interviews, and telephone conversations the answer is no. For these sources of information and data use the personal communication citation as directed on page 214 of the APA manual. Note, especially, personal communication cites are placed only in the narrative. They are not included in the references.

Session Activities

None

This week we will finish up our concept mapping assignment.

Once you complete your map, please be sure the following are present somewhere on your diagram:

• a box with your name and the course
• a title for your map

Once your map is complete you will need to export it as an html file so that you can ftp it to your web server space for everyone to see. To complete this task follow the directions below. it is VERY IMPORTANT that you carefully follow each direction. If you encounter difficulties please do not hesitate to contact Melissa for technical support.

Also, do not forget that the new due date is July 6 for this assignment, but do not wait until the last minute to begin the ftp process.

Session Activities

1. Create a folder on your C: drive [there are several ways to do this. One way is to double click on your "My Computer" icon on the desktop, then double click on the C: drive icon, then go to the "File" menu, select "New" and then select "Folder." Another way is to right click on the "Start" menu and choose "Explore". Then you should click on the C: drive in the left menu and then go to the "File" menu, select "New" and then select "Folder."
   Initially the new folder will be named "New Folder." You need to rename the folder "memory" (without the quotes). To do this click once on the folder name and wait a second. It will then show the folder name itself selected and you can delete it and type in a new name. Remember: ABSOLUTELY NO SPACES.
   This folder is the folder you will FTP to the student web server so it is the one that is going to contain the network diagram you completed last week and exported as a web page.
2. Open your Inspiration diagram of memory and export it as a web page and make sure it is saved to your "memory" folder on your C: drive. The following are the steps you should follow to accomplish this:
• Open your network diagram in Inspiration if it is not already open (make sure you are in diagram and not outline view)
• In the "File" menu, select "Export as HTML"
• Select the Diagram option and click on "save"
• Save the file in your "memory" folder that you created on your C: drive. Name the file "myhtmlmemory" (do NOT use the quotes; DO NOT use ANY spaces)
• Now go to your C: drive and open your "memory" folder
• If you have done the steps above correctly you should have 1 file and one folder in your "memory" folder:
  • myhtmlmemory (a htm file)
  • myhtmlmemory_files (a folder with a gif file in it named "myhtmlmemory_1")
  • Notice NO quotes and NO spaces
• Please notice that you only exported 1 but you have an additional folder with a gif image in it. This is because when you completed the export as an html file Inspiration created the folder with the gif image of the diagram in it so the html page would know where to go to find the image to insert on the page. This is a VERY important concept. In order for you to view the diagram the file and folder created when you exported your diagram as HTML must ALWAYS stay together in the same place (such as your "memory" folder). If you separate the "myhtmlmemory_files" folder with the gif image in it from the "myhtmlmemory" html file, and then you try to open your html file to view your diagram you will get that nasty little symbol created when a web page cannot find its graphic images. When you upload your html page to the UWF student web server you MUST also upload the myhtmlmemory_files folder that was created with it or your diagram will not show up.
3. This folder is now ready to be used to FTP your web page to the student web server! I will refer to the same folder and file names in the ftp directions as the ones you create above so please follow these directions closely.
4. Now use the ftp directions you downloaded in the training materials section this week to upload your concept map.
5. Send me the url of your concept map.
   
   
   
   
   
   
   
   
   

• Email your Director;
• Email the Mentor;
• Email other interns.
• Refer to the Course FAQ.

Review Your Training Checklist
(To Page 3 of 3)