Cognitivist theory has informed the development and design of technology-based learning since the 1960s, especially in providing the ground work for the development of 'intelligent tutoring systems' and 'cognitive tutors'. This is where computers are used to host a series of teaching exchanges between the learner and an 'intelligent system'.
In contrast to behaviourist theories of learning (which are primarily concerned with observable behaviour and rely heavily on observable changes in behaviour as an indication of what is happening in the learners mind), cognitivist theories of learning seek to describe the mental processes that underpin the act of learning within the human mind. They seek to explain exactly how learning takes place, and how knowledge is constructed within the human mind.
Throughout the later half of the 20th century, cognitive psychologists became increasingly interested in developing computational metaphors of the mind - that is, descriptions of how the mind processes and 'computes' information.
The language of cognitivist theory involves complex descriptions of how stored representations are mentally processed. By describing and modelling how the mind should work, methods can be developed to support individuals in matching this 'ideal' performance.
Existing cognitive structures are called schema. They can be combined, extended or altered to accommodate new information as it is acquired and processed by the mind.
"Educators don't necessarily have to teach, instead they can provide an environment and resources that tease out your natural ability to learn on your own. Self study, self exploration, self empowerment - these are the virtues of a great education." - Shimon Schocken: The self-organising computer course (TED Talks, Jun 2012, posted Oct 2012).
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