Technologies as Cognitive Tools

1. Technologies as Cognitive Tools Dr. Wang Qiyun

2. Main contents • Introduction to cognitive tools • Affordances of IT as cognitive tools • Concept mapping • CSCL • Mobile learning • Model/modeling • ICT tools • Online sharing and discussion: an IT cognitive tool you used in your subject

3. What is cognition? • Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem-solving. These are higher-level functions of the brain and encompass language, imagination, perception and planning http://psychology.about.com/od/cindex/g/def_cognition.htm

4. What are cognitive tools? • “Cognitive tools refer to technologies, tangible or intangible, that enhance the power of human beings during thinking, problem solving, and learning” (Jonassen & Reeves, 1996, p. 693). • Cognitive tools are often called mindtools • “Computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher-order learning” (Jonassen, 1996)

5. Cognitive tools vs productivity tools

6. Types of Cognitive Tools (Jonassen, 1996) • Semantic Organization Tools • Databases; and • Semantic networking (concept mapping) tools • Dynamic Modeling Tools • Spreadsheets (good for answering “what if”) • Expert Systems • Systems Modeling Tools • Information Interpretation Tools • Visualization Tools • Knowledge Construction Tools • Hypermedia • Conversation Tools

7. Cognitive tools for collaborative learning • Cognitive tools in collaborative learning “are meant to facilitate and scaffold shared processes of cognition in order to achieve a common goal or product in a group or community of learners.” (Kirschner & Erkens, 2006)

8. Affordances • Affordance basically means “opportunities for action” (Allen, Otto, & Hoffman, 2004, p. 217). • It is used to describe what an object or tool can provide the user to enhance his/her capacity for executing a job

9. Types of Affordances • Perceived affordances (Norman) • Actual affordances (Gibson)

10. Affordances of an ICT tool • Pedagogicalaffordances are those characteristics of an artifact (tool or learning environment) that determineif and how a particular learning behaviorcould possibly be enacted within a given context • Social affordances are properties of an artifact that act as social-contextual facilitatorsrelevant to the learner's social interaction • Technical affordances mainly refer to usability

11. Nine events of instruction Learning objectives? Teacher-centered or student-centered？ Individual learning or collaborative learning？ Self reflection or online discussion？ Problem-based or content-based learning？ Fixed learning or flexible learning？ Process or product oriented？ Motivate students? Pedagogical affordances

12. Rules/norms Provide a comfortable learning environment Interactivity (content，peer，teacher) Synchronous or asynchronous(chat, discussion forum) Social affordances

13. Technical support Easy to use and access Support multimedia representation Interface customization Error free Trial version (free of charge) Aesthetic Technical affordances

14. Learning design Bower, M. (2008). Affordance analysis: matching learning tasks with learning technologies

15. Concept Map • A concept is a mental construct • A concept map is used to enhance the non-verbal and visual format of mental representation. • A concept map can be used by the teacher or students for different purposes. • A main difference between a mind map and a concept map is that the former does not need to explicate the links between concepts and is used for capturing relationship of ideas pictorially.

16. CSCL • CSCL is an interdisciplinary research field focused in how collaborative learning, supported by technology, can enhance peer interaction and work in groups, and how collaboration and technology facilitate sharing and distributing knowledge and expertise among community members (Lipponen, Hakkarainen & Paavola, 2004)

17. CSCL • Individual accountability • Every member is accountable for his or her share of the work • Ownership • is the measurement of whether the contribution of a group member has helped to achieve the group’s overall goals • Strategy: making learning task meaningful • Positive interdependence • Only when a rain drop falls into the ocean will it never go dry • One cannot succeed unless all members succeed; they either sink or swim together • Strategy: Friendship, a sense of community

18. Challenges • Coordination • All members work towards the same direction • External support • Collaboration script • Monitoring • Track progress, right direction • Adjust the course immediately • Assess students fairly • External support

19. Dimensions for tracking and analyzing collaborative processes • 5 dimensions (Pozzi, et al., 2007): • Participative • Active participation • Passive participation • Continuity • Interactive • Passive participation before posting • References to others’ messages • Social • Build positive relationship • Expression of emotions, intimacy • Cognitive & meta-cognitive • Levels of knowledge construction: recognize problems, explore, integrate, resolve, reflect • Teaching • Direct instruction • Facilitating discourse • Organizational matters

20. Mobile learning • From mobility of tools to mobility of learners • Ubiquitous/seamless learning • Augmented Reality • https://stage.wikitude.com/try/

21. Model/Modeling • Conceptual Change • Assimilation/accommodation • Learning by modeling • Modeling domain knowledge / problems / systems • Tools: NetLogo, Model-It, Excel, etc.

22. ICT tools experienced • Diigo • Cmap cloud • Bubbl.us • Etherpad • NodeXL • Augmented Reality • Weebly • Video conferencing • (+ Various tools you shared)

23. Conclusion • “Every school is a good school” • “Every tool can be a cognitive tool”