10.11 Criss-cross and learning theory

 

The complexity and ill-structured nature of learning determines the necessity of criss-crossing.

The social-negotiation and multiple perspectives requires criss-crossing.

Learning to think and flexibility depends on criss-crossing

 

And secondly, situated cognition theory assumes that learning is lived practice, so learning is embedded in lived practice instead of being transmitted to learners. Criss-cross is the natural way of conducting learning while doing, and doing while learning. The continuous interpreting of sign is similar to the learning and applying a language, and we are all familiar with learning and applying a language in a criss-cross way: how we read differently, before and after, we become familiar with all words and grammar; and how we apply the language differently for different purposes, such as in daily talking situations and in formal writing situations.

 

Bruner’s discovery learning reflects a different way/route than reception learning, his multiple modes theory certainly suggest that learners should process information and learn by criss-crossing in multiple modes.

 

Vygotsky’s scaffolding implies that in order to learn a skill, an advanced peer or an adult is best; and inter-subjectivism suggests that in order to learn various views, a peer is best. This can be understood that for various purposes (learn skill, or learn view), various partners (advanced peer, or peer) might be needed. Here, the dimensions of criss-cross are the combinations of “why” and “with whom”, and it must also involve “how”.

 

In CIP, attention and pattern recognition imply that a learner’s long-term memory determines the types of pattern that she can pay attention to and recognize. Moreover, her long-term memory also provides various coding systems that she can use in encoding information. The dimension of criss-cross here is “how”.

 

In Ausubel’s meaningful reception learning theory, the hierarchy cognitive structure and various ways of anchoring incoming ideas are in terms of “how”, and his proposed hierarchy cognitive structure is one type of “long-term memory”.

 

As for schema theory, the schema and mental models can be understood as a few sets of “long-term memory” too, and the statement that a schema is like a play and a script which involves 4W1H. 

 

In the ARCS model, attention can be related to CIP and Biological-based of learning. Relevance can be related to Ausubel’s theory and schema theory (appropriate prior knowledge), constructivism/situated cognition theory (meaning), and behaviorism (feedbacks make a learner see the relevance, and game situations can create relevance).

 

By threading all learning theories using the dimensions and sub-dimensions of 4W1H, we can see more clearly about the nature of learning.