Technologies as Cognitive Tools Dr. Wang Qiyun welcome to the course

Introduction to cognitive tools Affordances of IT as cognitive tools 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

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

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)

Cognitive tools vs productivity tools

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

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)

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

Perceived affordances (Norman) Actual affordances (Gibson) Types of Affordances Perceived affordances (Norman) Actual affordances (Gibson)

Affordances of an ICT tool Pedagogical affordances are those characteristics of an artifact (tool or learning environment) that determine if and how a particular learning behavior could possibly be enacted within a given context Social affordances are properties of an artifact that act as social-contextual facilitators relevant to the learner's social interaction Technical affordances mainly refer to usability

Pedagogical affordances 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?

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

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

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

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.

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)

Individual accountability 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

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

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

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

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

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

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