Denetria Middleton

Module 5 Annotated Bibliography

#1: Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 110-152).
Boston, MA: Allyn and Bacon.

In chapter 4, Ausubels meaningful learning and schema theory are discussed. Most of his
theories other researchers did not completely agree with. Ausubel believed that there are two
types of learning in the classroom: reception and discovery learning. Most school learning
occurs by using the reception type (p. 115). Reception learning (Expository Instruction) is the
learner is taught the information in its final state. Discovery learning is when the information is
not present in a final form, learners have to reorganize the information and relate it to previous
existing information. He believed that this method did not transfer information very well
academically. Ausubel goes on to explain the difference between rote and meaningful learning.
Rote learning is the same as memorization. The learner does not make a connection of what is
learned and previous knowledge. He then goes on to explain children memorizing the Pledge of
Allegiance but dont know what it means. Meaningful learning is relating meaningful
information to previous knowledge. He then goes back to the Pledge of Allegiance, with this
kind of learning students know more about what the Pledge means ( p. 116). He then goes on to
explain how each process of learning works: subsumption, derivative subsumption, correlative
subsumption, superordinate learning, and combinatorial learning (p. 120).

#2: Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 153-184).
Boston, MA: Allyn and Bacon.

In chapter 5, Driscoll discusses situated cognition. Situated cognition states that every
human thought is adapted to the environment (p. 157). In other words, knowledge is based upon
whats within the learner. Where is this learner from? Whats their culture? What do they already
know? Situated Cognition focuses on those concepts.

Driscoll then goes on to discuss the three influences of situated cognition. Those
influence include: ecological psychology of perception, critical pedagogy, and everyday
cognition. These names are almost a clear cut definition of what it means in relation to situated
cognition. Wenger then goes on to summarize situated cognition theory in four principles. The
four principles are: we are social beings, knowledge is a matter of competence with respect to
valued enterprises, knowing is a matter of participating in the pursuit of such enterprises, and
Meaning (p. 164).

#3 Mayer, R.E. & Pilegard C. (2014) Principles for managing essential processing in
multimedia learning: segmenting, pre-training, and modality principles. In R. E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York:
Cambridge.

In this article, Meyer and Pilegard discuss three main topics. The topics include
segmenting, pre-training, and modality for managing processing in multimedia learning. These
three principles help to manage essential overload. Essential overload is complicated material
 Denetria Middleton

taught at a fast rate (p. 316). If information is not broken down properly it is not learned.
Segmenting is breaking the lesson down into smaller manageable pieces (p.318). One
technique that can help the learner is controlling the pace of a lecture or presentation. The learner
can have the chance to hit the next button or re-read the slide. Another technique that helps with
segmenting is narrated animation. The presentation will have to pre made questions so the
learner can click and read the questions and answers at their pace (p. 321).
Pre-training involves giving the names and characteristics of main ideas before the lesson
(p.318). For example, showing students a chart, study guide or outline of what the lesson will be
about. This gives students to send some of that information to their short term memory before
learning.
The modality principle involves audio narration being more important than on-screen text
(p. 324). According to Meyer and Pilegard, this is especially more important when dealing with
complex material. For example, instead of just using graphics with onscreen text, add audio to
help close the learning gap.

#4: Buehl, M., Dochy, F., & Segers, M. (1999). The Relation Between Assessment Practice
and Outcomes of Studies: The Case of Research on Prior Knowledge, 69 (2), 145-186.

This article purpose was to look at the correlation between prior knowledge and it role in
student performance. It also looked at the effects of prior knowledge and the correlation between
method of assessments (p. 145). An experiment was conducted to measure these two principles.
As a result of the studies, it was found there was a strong correlation between prior knowledge
and student performance. However, this study had various bias points that may have skew their
data. One example, is some of the work was published some was not. The other conclusion that
was found was that method of assessment is influenced by prior knowledge. To sum this article
up, prior knowledge affects mostly everything in a positive manner.
I choose this article because I wanted to see how much of an effect prior knowledge had
with methods of assessment. My assumption was correct, I assumed it had a positive affect on it.
According to the study,85% of the methods of assessments involved prior knowledge.