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A Model for using computers as mindtools
Cognitive flexibility Theory
Computers as Mindtools & Cognitive Flexibility
EDUC 5103
Week 3 Representation
By Hanaa Moussa
Devilee, A. (2007). Mindtools. Retrieved from http://instructionaldesign.com.au/content/mindtools
Jonassen, D. H. & Carr, C., S. (2000). Mindtools affording multiple knowledge representation for learning. In Lajoie, S.P. (Ed.) Computers as cognitive tools, Vol 2: No more Walls. Mahwah, NJ, Lawrence Elbaum Associates. Retrieved from http://web.missouri.edu/jonassend/Mindtoolschapter.pdf
Jonassen, D. H. & Rohrer-Murphy, L. (1999). Activity theory as framework for designing constructivist learning environment. Educational Technology Research and development. 47 (1), 61-79.
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Jonassen, D. H., Carr, C.& Yueh, H (1998). Computers as mindtools for engaging learners in critical thinking. Tech Trends ,43 (2), 24-32. Retrieved from http://www.siuexfest.com/education/techready/5_Software_Tutorials_old/5_AncillaryPages/Mindtools.pdf
Kirschner, P. A., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199-209.
Kirschner, P., & Wopereis, I. G. (2003). Mindtools for teacher communities: A European perspective. Technology, Pedagogy and Education, 12(1), 105-124. Retrieved http://www.tandfonline.com/doi/pdf/10.1080/14759390300200148
Jonassen (2000) distinguishes five characteristics of mindtools. First, they are cognitive amplification and reorganization tools. Second, mindtools are generalizable tools, which can be used from setting to setting and domain to domain for engaging and facilitating cognitive processing. Third, mindtools are also critical thinking devices, fourth, they are also intellectual partners. Fifth, a mindtool is a concept. It is a way of thinking about and using ICT, other technology, the learning environment, that the users can represent, manipulate, and reflect on what they know .
Computers as Mindtools
Mindtools are computer applications that, when used by learners engage them in critical thinking and higher order learning and consequently facilitate knowledge construction.
Mindtools foster constructive learning where learners construct their own knowledge rather than recall the knowledge of the teacher .
Constructive learning attributes are:
a- Active b. Cumulative
c. Integrative d. Reflective
e. Goal-directed and intentional
(Jonassen, 2000)
Practical criteria:
a. Computer-based
b. Available applications
c. Affordable
Pedagogical criteria:
a. Knowledge representation
b. Generalizable
c. Critical thinking
d. Transferable learning
e. Simple, powerful formalism
f. Easily learnable
(Mary Borough Education Center, 2006). What are mindtool?
http://www.maryborougheducationcentre.vic.edu.au/successforboys/resources/pdf/ict/ict_resource6.pdf
Can students enhance the capability of computers?
A variety of synchronous and asynchronous computer-supported environments supports social negotiation of meaning.
Mindtools 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 (Kirschne & Erkens, 2006).
By Jonassen & Carr (2000)
http://web.missouri.edu/jonassend/Mindtoolschapter.pdf
"I think that the part of quote where it says that students enhance the capabilities of the computer, it is really meaning that without the students' input the computer software is limited."
Kurt Kublek
Moodle, as an executive mindtool focuses on interaction and collaborative construction of content (constructivistic) and is easily modifiable. As an administrator this allows provision of a platform to invite staff participation on specific initiatives initiated by the board or DOE or by the school administration (provide teachers access to share information on professional development or other specifically focused interests, explaining cost efficiency or business decision making, feedback on school vision, technology plans, continuous school improvement). This is a great mindtool to serve as a repository of information for promoting collaborative learning communities.
Charles yorke
"I think as far as enhancing the capabilities of the computer, I don’t know that students do this directly, but they can use multiple media in connection with each other, which really makes one type of software more efficient as it can be used with another complementary program."
Scott O' Neill
The learner provides the critical thinking and imagination that allows for the application to be useful and to have value. For example when using Adobe Photoshop, the user provides the input that allows for what the program has created to have value. In this way, the user can enhance the application through interacting with it.
Simon Babineau
Jonassen, Carr & Yueh (1998) stated "...when students work with computer technologies, instead of being controlled by them, they enhance the capabilities of the computer, and the computer enhances their thinking and learning" (p.31).
"My students and I are using collaboration and conversation tools e.g. e-mails, social networking, discussion boards, Google Drive, Skype for interpersonal exchanges, collecting information and solving problems".
Hanaa Moussa
"Weebly, Wikis and podcast are excellent sharing and communication tools at school."
Charles Yorke
In my experiences with various forms of multimedia software or mindtools, students are able to organize and connect information and knowledge much more fluidly and efficiently. They learn “with” the software, as it enhances their ability to learn. From my experiences with Inspiration to build a concept maps or the Mimio Whiteboard, you can see students collaborate pretty effortlessly and are pretty intuitive with technology as they use it so often outside of the school setting.
Scott O'Neill
.
"This can happen when students combine using variety of useful software and hardware applications, making the connections which enhance the productive abilities of the computer and enable them to produce their work."
Hanaa Moussa
By Kirschner& Wopereis (2003)
Enhance
http://www.tandfonline.com/doi/pdf/10.1080/14759390300200148
Computers are very effective at calculating, storing, retrieving and memorizing information. When these tasks are off-loaded onto the computer the learner is freed up to focus on high level processing such as planning and decision-making (Devilee, 2007).
http://instructionaldesign.com.au/content/mindtools
Enhance
Contemporary learning theories recommend that students who are constructive learners should be immersed in situated, problem-based learning environments that replicate real world activity structures (Jonassen & Rohrer Murphy, 1999). A likely solution involves multiple forms of knowledge presentations as alternative assessments Jonassen & Carr (2000).
By Paul Kirschner (2006)
Educational institutions are just beginning to make use of ICT as mindtools in collaborative learning. Education is still busy transferring instrumental skills and teaching students how to make use of productivity tools. The solution is not continuing education at universities and colleges, but rather continuous learning in communities of practice, communities of interest, and communities of expertise in schools, at training institutions, and in society in general. Mindtools for collaborative learning as proposed in the contributions in this issue can support these developments.
Hypermedia integrates graphics, animation, audio, video hypertext and text, in non-sequential, non-linear method of display.
"I use Mimo smart notebook in addition to pen & touch tablet to organize and present my lessons. I use the software and use the inking toolbar and zooming function to explain the worksheets and let students use the tools in an interactive way. I can use write text or draw while explaining the lesson. I sort and organize my other lesson resources like word document, Power Point, pdf, etc. in the the program and click to open when need them. This software helps me to organize and present my lesson in an interactive way and free my mind to, brainstorm my students and run class discussions and interactions".
Hanaa Moussa
"When using Adobe Photoshop, the user is able to use this program to express and experiment with ideas much faster then they would be otherwise. Additionally they have the ability to revisit past ideas, to sort and organize based on different criteria and finally to produce a file that can, in the right circumstances, transmit that idea around the world almost instantaneously. In this way, the application has enhanced the user through being interacted with."
Simon Babineau
I also like Glogster; it is a mindtool that allows students to create digital posters. Students use Glogster tools to construct and represent their learning. It gives options for student to create their own art, text, images, and videos or import from various sources. The program enhances learning as students critically think, represent, and communicate ideas digitally. The program also encourages knowledge construction and collaboration as students post feedback, ideas, etc. on each other’s page/glogs. I have found the program to be especially useful for culminating projects that allow for differentiated assessment at the end of a unit; students are in control of the project/tool, not the other way around.
Lori Powell
"I find Power Point a very useful mindtool. I create audio-enhanced lectures, insert graphs, images, flow charts, hypertexts t all are very helpful to present concepts and ideas in ways that enhance learning. I sometimes add interactive feature by using inking tools to let students circle or connect the right choices. Every time I browse searching for additional materials for a new lesson, I find myself learn new things".
Hanaa Moussa
"Power Point is greatly used in presentations to organize information, set agendas, highlight key topics, provide an overview of organizational processes, and reinforce concepts among other uses . Power Points are also used in meetings with parents, assemblies and in addition to being Curriculum based.
Charles Yorke
Computers enhance students’ thinking and learning. Here are some examples of how mindtools can enhance learning:
Visualization tools help humans to represent and convey rough approximations of mental images.
"I use visualization tools in teaching e.g. graphics, animations and simulations to represent scientific concepts and facts and help students make mental images for abstract information".
Hanaa moussa
"We all search for information using internet search engines we explore different views and perspectives. Then organize the gathered resources into computer files".
Hanaa moussa
Computers are disappearing partially or fully into the background of most information retrival, processing, and sharing that we do all day. Students now "work with computer technologies" for more waking minutes than not, and their capabilities are enhanced in every direction. I think that any software can be thought of as a mind tool, and any software can be used in a constructivist or direct instruction environment. The difference depends on who is doing the constructing.
Dimtry Volokhov
Search engines scan information resources, such as the World Wide Web, and locating relevant resources for learners.
Cognitive Flexibility talk
by Dr. Rand Spiro in Open Ed, 2009, Vancouver.
Cognitive Flexibility Theory (CFT) is a constructivist theory of learning and instruction that emphasizes the real-world complexity and ill-structure nature of many knowledge domains. Ill-structured knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of CFT (Spiro, Feltovich, Jacobson, & Coulson, 1995).
These tools provide visual screen tools for producing concept maps to interrelate the ideas that they are
studying in multidimensional networks
of concepts.
Computer tools which enable students to develop complex mental representations of ill-structured problems.
Cognitive flexibility is a case-based approach to improve upper-level cognitive skills, particularly the ability to transfer knowledge to novel situations.
As a learning system, cognitive flexibility is constructed on the four strategic components shown in the diagram below (Graddy, 2002).
"I use concept mapping to visually represent a process, steps or research planning e.g. Mindjet, Inspiration, Prezi and Spiderscribe, software".
Hana Moussa
Microworlds are exploratory learning environments or discovery spaces in which learners can navigatw, manipulate or create objects, and test their effects on one another. they are the ultimate example of active learning environment.
"I have witnessed students with special needs increase their academic performance with Kidspiration. The students were not controlled by the technology, instead it let them visually represent, organize and make connections using symbols and words. It was especially helpful for students who had difficulties communicating their ideas in language arts."
Lori Powell
"After studying about rocks and minerals in class, students may be asked to use Inspiration as a tool to compare and contrast rocks and minerals or they may be asked to create a diagram about what they know about rocks and minerals. The map would certainly demonstrate the concepts students understand and the relationship between concepts they have determined or learned. When students use technology to create these maps, they not only need to think about what they learned but how each concept relates to another. The student is the developer of the map, the one who enters information into the computer and in doing so creates a visual representation of concepts learned and connections between them. The technology simply acts as a catalyst to represent and support this visual representation."
Deborah Walker
These electronic filing cabinets allow users to store information in organized databases that facilitate retrieval.
Spreadsheets are computerized, numerical record keeping systems which are also commonly used for
accounting, budgeting and education.
An expert system is a computer program that simulates the
way human experts solve problems.
"My children learned a lot from microworlds software e.g. Readers Rabbit for math, language as they engaged them in active learning environments".
Hanaa moussa
"My group use an Excel spreadsheet to track the relevant data regarding "Employee Learning Program"- employee information, course details, reimbursement amounts, etc. I challenged my team to move from compiling this information as a data download to leveraging the information to tell a story. Who was using the program? For what purpose – completing a university degree, professional development or pursuing an industry specific designation? they were able to construct their own knowledge in using Excel. Instead of being restricted by the program, they learned how to create pivot tables to represent the data in a more meaningful format. The program enabled them to actually analyze the information and draw critical inferences on how the tuition refund program was being used by the field".
Geri- Lynn Ryan
"My students and I use spreadsheets e.g. Excel in organizing, representing research data, making statistical calculations and creating graphs".
Hanaa Moussa
When I learned Excel after several trials, the computer was able to execute a function correctly. The computer that day certainly enhanced my thinking and problem solving skills and I will never forget that!
Deborah walker
Cognitive Flexibility Theory promotes construction of new understandings and problem solving using situation-specific assembly of prior knowledge rather than retrieval of intact prior knowledge.
Attaining the goals of advanced knowledge acquisition requires revisiting the same material, in rearranged contexts, and from different conceptual perspectives for mastery of complex conceptual understanding and preparation for knowledge transfer.
1. Cases: The heart of cognitive flexibility is the comprehensive case. Cases illustrate the multi-dimensional nature of real life experiences.
2. Themes: Themes are ideas expressed by subject experts as possible basis for understanding the complex scenarios being presented to the learner in the cases.
3. Mini-Cases: The disassembled units of a case are referred to as mini-cases. Mini-cases are text selections from complete cases or scenarios that encompass particular themes in the cases.
4. Perspectives: Conceptual and semantic elements within a mini-case are referred to as perspectives. Perspectives represent fundamental ideas, concepts, and definitions relating to the themes. Hyperlinks connect the four components.
Is there a place for direct instruction when using these software applications?
Flexible cognition entails the dynamic activation and modification of cognitive processes in response to changing task demands which require learning to transfer the knowledge from case to case (Deak,.2003).
Spiro & Jehng (1990) state: "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands" (p. 165).
The theory recommends multiple approaches that range from multiple organizational schemes for presenting subject matter in instruction to multiple representations of knowledge.
"There is some presence of direct instruction when using software applications. Presentation software are used by teachers to deliver direct instruction lessons, e.g. Power Point. Instructional games and problem solving software e.g. for learning math and grammar provide direct instruction and may provide exploratory environment however, students may be limited by the material provided and the capabilities of the programs, which may not allow much engagement in critical thinking or creativity".
Hanaa Moussa
Jonassen, Ambruso & Olesen (1992) describe an application of cognitive flexibility theory to the design of a hypertext program on transfusion medicine. The program provides a number of different clinical cases which students must diagnose and treat using various sources of information available (including advice from experts).
Boger-Mehall( 2007) defined utilizing executive functioning capabilities as "a person's ability to switch between modes of thought and to simultaneously think about multiple concepts has been shown to be a vital component of learning" ( p.1).
http://www.kdassem.dk/didaktik/l4-16.htm
"A mindtool is a means through which students can express independent and creative thought about a learning topic. Although some direct instruction may be needed to introduce a mindtool, especially given the factor of limited time within a "packed curriculum, the focus should be on how the mindtool can allow for independent, authentic and creative thought and representations of learning rather than simply learning the tool."
Lori Powell
"I think that there is a role for direct instruction to be integrated primarily at the beginning stages of learning the software applications. Direct instruction is a controlled, systematic approach where a complex skill or concept is learned in smaller, measured steps. Learning these basic skills has applicability to the prerequisites in Slavin’s model. The fundamentals in Huitt’s transactional model of guided and independent practice would be very effective in learning how to use these different technologies".
Geri-Lynn Ryan
CFHs provide exploration environments, organized around building blocks for knowledge assembly, that are useful for a process of constructivist thinking.
CFHs provides the learner opportunity to learn flexible foundations for building case-dependent specifications on their own rather than rigid pre-specification.
Dr. Rand Spiro blog page and the main site for Cognitive Flexibility Theory provides access to several CFT related publications.
http://postgutenberg.typepad.com/newgutenbergrevolution/
There is a place in my opinion. Usually at the beginning of a lesson or introducing an idea, you may have to use some direct instruction to get things moving. Also, many software technologies and web 2.0 tools are designed around direct instruction as they can be used to reinforce base skills and habits. This can be true for math as students may see a lot of practice in a short time and can move along at their own pace."
Scott O' Neill
Cognitive Flexibility Hypertexts (CFHs) provide conceptual structure search to produce a particular kind of "criss-crossing" of the conceptual landscape that visits a large set of case examples.
The design of hypertext learning environments is sensitive to and dependent upon the cognitive characteristics necessary for advanced knowledge acquisition in ill-structured domains.
Stephens (1995) incorporated the use of Spiro's theory to develop a video-based learning environment and hypertext node for preservice teachers learning.
When applying CFT in classroom, teachers may provide students with problems related to the concepts of study, answering questions requires students to reapply their knowledge in each case or problem (Boger-Mehall, 1996).
"CFT helps acknowledge that there can be instructional design procedures to follow to build processes in learning to achieve or acquire capacity to conduct complex thinking or deeper sophisticated strategies to process information, to assemble and construct complex knowledge."
Charles Yorke
Carpenter and Taylor (2003) experimented a hypertext program “Storyspace” The authors used the web-type structure above to record and link their thoughts to explore the meaning behind a piece of artwork.
The program was also experimented as a tool in developing themes and unit plans in art education classes.
" Spiro’s indicates that this theory is like a, “criss-crossed landscape. It confronts a non-linear, multi-dimensional topic by returning to the same place, at different times from different locations.” It is a constructivist theory that focuses on the complexity and irregularities of knowledge domains. It requires flexible learning environments that allow knowledge to be introduced in different ways and for various reasons. The theory advocates that well-designed multi-dimensional and non-linear hypertext systems create cognitive flexibility for the learner that is more effective than conventional learning solutions."
Geri-Lynn Ryan
"Technology has the ability to present information in multiple ways, to individualize and provide support dependent on previous knowledge. Technology can offer an interactive means, such as through hypertext design, for knowledge construction rather than transmission. Individuals can develop their own representations of knowledge and apply this knowledge to new situations. Revisiting multiple representations of a concept for different purposes allows individuals to use their knowledge in many ways, construct new understandings, and develop problem-solving skills."
Lori Powell
My understanding of cognitive flexibility is using or applying one’s knowledge to solve a problem that have more than one possible outcome The goal is to use and apply prior knowledge to come up the best outcome. It is up to the learner to apply or reconstruct their basic concepts and ideas in dynamic situations. The learner uses scaffolding and provides multiple representations of what they know.
Dedorah walker
By Steve Wheeler (2009)
This slide share presentation explains where self organized learning stays between formal and informal learning.
http://www.slideshare.net/timbuckteeth/self-organisation-and-virtual-learning
The article is by Saul McLeod (2011), it provides an overview about observational learning in Albert Bandura social learning theory.
http://www.simplypsychology.org/bandura.html
This website provides global SOLE experiences from teachers and parents.
http://tedsole.tumblr.com/
This newsletter is by Paul Kenna (2012), it provides the principles, framework of SOLE and steps of of its application in 21 Century education.
http://www.ncl.ac.uk/cflat/documents/SelfOrganisdLearningEnvironmentsDavidCopy.pdf
http://sugatam.wikispaces.com/
http://solesandsomes.wikispaces.com/Home
By Sugata Mitra 2010). The document introduces SOLE and explains tips on how to set up a SOLE at home or at school with examples.
http://blogs.kqed.org/mindshift/wp-content/blogs.dir/42/files/2013/12/SOLEToolkit.pdf
By Sugata Mitra (2010). The author
attempted to find a limit to self organized learning, Sugata explored the capacity of 10–14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology
http://www.hole-in-the-wall.com/docs/paper13.pdf
A Real World Example
By Kristina Dems (2012), the article indicated that computer foster cognitive flexibility in children.
http://www.gameyum.com/family-gaming-articles/74294-enhance-the-cognitive-flexibility-of-children-by-using-computers/
I think the role of computers within the context of the two articles is one of an engaging tool which provides applications and functions so that meaningful, real world problem solving can be done. I see computers as a means to an end. Computers are not seen as having the answers but as tools so students can come to their own understanding given a variety of options.
Deborah Walker
There are similarities between the video and the two articles in that technology is used for students to construct knowledge and build advanced critical thinking skills – that is prevalent as an outcome in all. Both Mindtools and Cognitive Flexibility Theory are predicated on the introduction and use of computers and technology. Mitra’s video is both inspirational and thought provoking with the realization of what can be accomplished through the power of technology.
Geri-Lynn Ryan
This use of computer here fits within computer as mindtools. This video showed examples where computers unexpectedly amplified the children’s thinking and break the limitations of their mind. It also fit within cognitive flexibility. Computers wre ideal for producing flexible exploratory teaching environment. Hypertext provide non-linear flexible means of presenting ill-structured domains to explore multiple interconnected perspectives on complex ideas or concepts.
Hanaa Moussa
The use of a computer fits within the context of the 2 articles as the computer is used as a source of information and as a mindtool for constructivist learning; the focus is not on learning the tool but on enhancing learning. Students in the video are using the computer to build new knowledge and extend their knowledge to new learning projects/discoveries – signs of cognitive flexibility.
Lori Powell
In the two articles the use of the computer does not exist in a state of technology for technology’s sake but rather the computer acts as means of accomplishing a greater goal. In the Mindtools article, we see the computer working as a means to extend the immediate capabilities of the learner and in the Cognitive Flexibility article it is a means to facilitate a way of thinking.
Simon Babineau
I would categorize the knowledge construction presented in this video as evidence of self-directed learning and social constructivism. This approach focuses on the collaborative efforts of a designated group of students, as the peer leaners themselves are a valuable source of learning.
Geri-Lynn Ryan
I’ve been doing research on Inquiry-based learning and this is the first time that I’ve come across the term " Self-Organizing Learning Envirnoment". Interesting! Could this be a model to facilitate inquiry in the classroom?
Lori Powell
Mitra's education and/or learning is a self-organizing system, meaning that kids will figure it out. Curiosity is a major component in everyone's life. Learning anything on our own teaches us in having figured it out for ourselves there is a great feeling. Other principles include observational learning, and by emotional affective learning sources reinforcement from grandmother (grandmothers' phenomenon).
Charles Yorke
I do agree with Professor Mitra's assertion in the talk that "children will learn to do what they want to learn to do". All that stands in their way is focus, and as the speaker quoted Arthur C. Clarke, "if children have interest, then education happens". The kind of learning is taking places might be deep learning or simply shallow learning. Perhaps the main thing the children learned is how to look up those things in which they are interested. That may be the primary skill they will need in the 21st century.
Dimtry Volokhov
Besides social constructivism, we are also seeing an example of cognitive flexibility at work here as well as the children are constantly challenged to reexamine the information they have learned regarding how to learn using the computers and create new solutions to the problems they are given.
Simon Babineau, Deborah Walker &
Scott O’Neill