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

2. 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

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

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

10. 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

11. 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?

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

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

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. 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

18. 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

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. From mobility of tools to mobility of learners
Mobile learning
From mobility of tools to mobility of learners
Ubiquitous/seamless learning
Augmented Reality

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

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

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