Information Processing Model, Sans the PC or Mac

 Introduction

The Information Processing (IP) Model or Theory is a cognitive theory that focuses on what goes on inside a person's head when they are learning or behaving. The theory metaphorically resembles computer information processing, but with one undeniable difference: computers do not have thoughts or feelings as humans do. Ormrod, (n.d.) I examine the Information Processing Theory in this article to discover how it can benefit instructional designers. The primary resource for the information in this article is the book Emerging Perspectives on Learning, Teaching, and Technology by Michael Orey (2010). This book is a treasure trove of information on a wide range of teaching, learning, and Technology topics. For this article, I focused only on Chapter 1: Information Processing. However, I will return to this book throughout this course. The secondary resource is the journal article, Effects of Conditions on Learning and Brain by Halil Tokcan (2009), which examines the effects of various situations on learning. A complete list of references is included below.

Scenario: Metacognition: One Teacher's Journey

Orey (2010) refers to the Teacher Practice scenario on Metacognition: One Teacher's Journey. The scenario highlights the evolution of Mrs. Smith's teaching practices and her incorporation of metacognitive skills in computer-based lessons. Initially, Mrs. Smith had limited computer experience and used them for basic skills drill programs. Over time, she explored different software and gradually began integrating technology more extensively into her classroom. However, through her professional development and research on teaching and learning, Mrs. Smith realized the importance of fostering metacognitive skills in her students. She learned about active learning, reflection, and metacognitive strategies, which prompted her to change her instructional approaches. Mrs. Smith shifted from teaching discrete computer skills to creating learning environments where computer and metacognitive skills seamlessly supported effective learning. She started using instructional models and modeled metacognitive strategies, such as thinking aloud, utilizing graphic organizers, and debriefing, to help her students become more independent and self-regulated learners. Through this process, Mrs. Smith's students actively engage in their learning, resulting in a desire to return to her class.

The Information Processing (IP) Model 

The brain is referred to as the organ of learning. Learning happens when we give context and significance to our experiences. The human brain naturally constructs meaning. We combine and synthesize new information with our prior knowledge to create meaning. When the brain comes across information and events that do not match its preexisting patterns of meaning, it becomes more active in its search for meaning. Tokcan (2009)

In general, learning refers to a person's change in thought, behavior, and perception due to his contact with his environment. However, there are different views on learning: Behaviorist, cognitive, affective, and neurophysiologic. Tokcan (2009) Behaviorists emphasize the study of observable behavior. They believe one can predict and control behavior by controlling the environment and manipulating stimuli. Tokcan (2009) Cognitive theorists emphasize the importance of internal mental processes, including thoughts, beliefs, and schemas, in shaping human behavior. They believe that individuals actively construct meaning, organize information, and use problem-solving strategies to navigate their environment. Tokcan (2009) Affective theorists emphasize the role of emotions and feelings in human behavior and cognition. The affective theory highlights the significance of emotional intelligence, emotional regulation, and the impact of positive and negative affect on various aspects of human functioning. Finally, Neurophysiologic theorists focus on understanding human cognition and behavior by studying neural processes and brain activity. They believe that electrical and chemical signals within the brain facilitate information processing, sensory perception, memory formation, and decision-making.

According to Ormrod (n.d.) Information processing theory provides insight into how learners can effectively define and solve problems during the learning process. The three stages in problem-solving are encoding the problem, retrieving information relevant to the problem from long-term memory, and metacognitively supervising the process. Complimenting metacognition is self-regulation or the ability to control one’s thoughts, emotions, and behavior. Ormrod (n.d.) 

Stages of memory

Memory plays an important role in information processing. Without memory, a student will not be able to retrieve information from their brain to answer questions. According to the information processing theory, there are three main stages of memory which include sensory memory, short-term memory, and long-term memory. Washmuth (2022)

According to Orey (2010) Sensory memory, refers to the initial information stage. It serves as a temporary storage system for sensory information before it is further processed or discarded. Short-term or working memory is a limited-capacity memory system that temporarily holds and manipulates information for immediate cognitive processing. The final stage of the IP model is long-term memory. Long-term memory refers to the permanent storage and retention of information, experiences, and knowledge over an extended period of time.

Relevance to Instructional Designers

How does the Information Processing Model benefit instructional designers? It begins with a realization that it is not about teaching skills and knowledge. It is about teaching individuals how to learn. It is about structuring lessons around solid instructional models that have their foundation in principles of metacognition such as:

• Connecting new information to former knowledge
• Selecting thinking strategies deliberately
• Planning, monitoring, and evaluating thinking processes 

The teacher in the scenario mentioned at the beginning of this article planned her lessons with specific instructional models in mind. Instructional models such as Project-Based Learning, Problem-Based learning, the Six C's of Motivation, and Learning by Design focus on making sense of the topic at hand, self-assessment, and reflection, teaching practices that manifest a metacognitive approach to learning. Orey (2010)

Conclusion

In this article, I discussed the Information Processing (IP) Model, a cognitive theory focusing on how individuals learn and behave. The brain's role in learning is highlighted, emphasizing how the brain constructs meaning by combining new information with prior knowledge. Different learning theories are mentioned, including behaviorist, cognitive, affective, and neurophysiologic perspectives. The relevance of the IP Model to instructional designers is discussed, emphasizing the importance of teaching individuals how to learn through instructional models that promote metacognition and effective thinking processes. Instructional designers were encouraged to incorporate metacognitive strategies in their instructional designs, making learners more responsible, independent, and self-regulated.

References

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104

Tokcan, H. (2009). Effects of Conditions on Learning and Brain. Science Direct, 1(1), 37-41. https://doi.org/10.1016/j.sbspro.2009.01.010

Walden University, LLC. Ormrod (n.d.). Information processing and problem solving. Walden University Canvas. http://waldenu.instructure.com.

Walden University, LLC. Ormrod (n.d.). Information processing and the brain. Walden University Canvas. https://waldenu.instructure.com.

Washmuth, D. (2022, May 24). Information Processing Theory. Study.com. Retrieved July 14, 2023, from https://study.com/learn/lesson/information-processing-theory-stages.html

Instructional Design Resource Websites

 The Association for Talent Development (ATD) defines Instructional design as a systematic approach to designing, developing, implementing, and evaluating instructional experiences. It emphasizes the importance of clearly defining learning objectives and evaluating learner performance.

Instructional designers apply learning theory and a systematic approach to develop content, learning activities, and training materials. They conduct needs assessments to determine organizational goals, learner needs, and course objectives. Next, they analyze and select appropriate strategies, methodologies, learning activities, and technologies to enhance the learning experience and knowledge transfer.

In this post, I highlight three blog posts that would benefit instructional designers.  

"Professional Organizations For Instructional Designers"

In this blog post, the author discusses professional organizations that are useful for instructional designers. The post is part of a series aimed at guiding individuals interested in entering the instructional design field. The author highlights several organizations, including The Learning Guild, Association for Talent Development (ATD), TLDC (The Learning and Development Community), Training Magazine Network, and Learning Development Accelerator (LDA).

The Learning Guild is recommended for its focus on e-learning, instructional design, virtual training, and emerging technology. They offer a free membership level that provides access to valuable resources such as newsletters, research papers, webinars, and eBooks.

ATD is an organization that offers professional development, networking opportunities, and job search resources. While more broadly focused on training and development, ATD provides valuable information for instructional designers.

TLDC is highlighted as a smaller organization with an active community. It offers an affordable membership fee and hosts multiple online events, including free ones, throughout the year.

Training Magazine Network is recommended as a resource for free webinars that can help expand instructional design and training skills.

Lastly, the Learning Development Accelerator (LDA) is a newer organization focusing on sharing and applying research and learning science within the learning and development field. LDA offers free resources such as research reviews but requires paid membership or one-time fees for most of their events.

Overall, the blog post provides an overview of professional organizations that can support instructional designers in terms of skill development, networking, and job opportunities. It highlights the benefits of each organization and encourages readers to utilize the available resources to advance their instructional design careers.

"15 Instructional Design Models to Create Engaging and Effective Learning Experiences"

This blog post discusses the top 15 instructional design models that educators and instructional designers can use to create effective learning experiences. The post briefly summarizes each model, including its key features and benefits. The models covered include ADDIE Model, Dick & Carey Model, Gagne's Nine Events of Instruction, Kemp Model, ASSURE Model, Bloom's Taxonomy, Mayer's Cognitive Theory of Multimedia Learning, Merrill's Principles of Instruction, ARCS Model, Cognitive Apprenticeship Model, SAM Model, Human Performance Technology (HPT), Rapid Prototyping, Action Mapping, and The 4C-ID Model.  

The post emphasizes the importance of selecting the most appropriate model based on the audience's needs, available resources, timelines, and budget. By choosing the right instructional design model, educators and designers can create engaging, interactive, and effective learning experiences for their students.

"Impact of AI on Instructional Design – Part II"

This blog post explores the impact of artificial intelligence (AI) on instructional design roles. It highlights several key changes and opportunities brought about by AI in the field: Automation of Routine Tasks, Enhanced Multimedia Options, New AI Skills, Increased Access to Personalized and Adaptive Learning Systems, and Shift in Roles. While AI presents challenges, it opens up new opportunities for instructional designers to leverage modern technologies and create compelling and engaging learning experiences.

These blogs are excellent resources to add to add to my instructional design toolbox.