Cognition and Technology
ED TEC 404/EDUC 415
Winter
2002: Thursdays, 5:30-8:10pm
Marillac Hall (MH) G08A (and the
E. Desmond Lee Technology & Learning Center for selected meetings)
Joe Polman, Ph.D.
Office Hours: Mondays 3:30-5pm, Thursdays 4-5pm, or by appointment
Office: E. Desmond Lee Technology & Learning Center, MH 100
Phone: 516-4804
Email: polman@umsl.edu
Course syllabus and links at: http://www.umsl.edu/~edujpolm/cogandtechw02/
Mygateway course web site at: http://mygateway.umsl.edu
Summary
of course created in last class meeting is here
Course Purpose
Through exploration, discussion and analysis of cognitive theories and computer-based “cognitive tools”, students will gain a critical understanding of the relationship between the design of technological tools, the use of those tools in educational settings, and the implications of that use for learning.
Objectives
• Understand relevant cognitive theories and their implications for and relevance to the use of technologies in education. Perspectives include:
• Critically evaluate the design of technology-based “cognitive tools” and their use. Specific tools include: computer tutors, simulations, hypermedia systems, multimedia exploratory environments, and knowledge building databases.
There are five main activities associated with the course:
1) Attending class weekly and actively participating. These sessions will be devoted to presentation and discussion of readings and other assignments, led by the professor and students, as well as “laboratory” exploration of software. You should notify me before class if you know you will not be able to attend, and as soon as possible if something unexpected arises. Missing more than two class meetings will require makeup work.
2) Doing the required reading and discussing it in our online discussion board
You are expected to post at least one message per week to discussions of readings on the class discussion board on the class Mygateway site (accessed at http://mygateway.umsl.edu). You must make at least one post before 6pm Wednesday evening, the day before class. Please read other students’ responses to the discussion before you post, and make an effort to build on their ideas (we want a discussion, not a set of isolated comments). Before class, make sure and read any comments that are posted after yours, because we are likely to use the online discussion as a jumping off point for face-to-face discussion.
3) Making a presentation of key points and leading the class in discussion of a reading during the semester. You will sign up for time slots the second week of the semester. Thanks to Linda Xu, here is the signup list.
4) Completing a report on a cognitive evaluation of an educational technology. A proposal will be reviewed and approved by Week , and the printed paper will be due at the time of the final exam. The paper should be in APA format (4th Edition) and refer to concepts from class readings (with citations where appropriate) and discussion. This project may be done individually or in a pair.
5) Completing an “open final exam”. At the beginning of the session, you will be given a set of questions and the opportunity to discuss them with the group. You will then individually write up answers to the questions, but have the opportunity to discuss them further as you wish, and refer to any resources you bring with you.
Grades for the course will be based on class-related work as follows:
·
Class participation, including presenting/leading discussion (30%)
·
Weekly participation in online discussion group (20%)
·
Research paper—(length 8
or more printed pages, using APA format) (30%)
·
Final exam (20%)
Final grades will be given based on the sum of these parts. Pluses and minuses may be given, with the exception of an A+.
Books (available at the university bookstore)
Bruer, J. T. (1993). Schools for thought: A science of learning in the classroom. Cambridge, MA: MIT Press.
McGilly, K. (1994). Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.
Other articles and chapters (cited below in the class schedule) are available on the Mygateway course web site in the “Course Documents” area.If anyone has a health condition or disability, which may require accommodations in order to effectively participate in this class, please contact the Disability Access Services Office in 144 Millennium Student Center at 516-6554. Information about your disability will be regarded as confidential.
Week 1: Introduction
Class Activity on Thursday, Jan 17:
·
Personal introductions, background, and purposes
·
Orientation to the class, syllabus, and policies
·
Introduction to technology and its relation to cognitive science
and cognitively-based classroom practice
·
Hands-on introduction to the Mygateway CourseInfo system
·
Hands-on exploration of interactive systems
Week 2: Cognitive Science and Education
Assignments to be completed before class this week
·
Send me an email with your thoughts on "What makes a technology
effective or not for learning?"
·
Participate in Mygateway online discussion by introducing yourself.
If you are unable to post, email me (polman@umsl.edu) and I will try to help you
solve any problem by class.
·
Read Bruer Chapters 1 & 2, and McGilly Chapter 1
Class Activity on Thursday, Jan 24:
· Discussion of readings
Week 3: Cognitive Modelling and Intelligent Tutoring
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Bruer Ch. 3 (pp. 51-79) and
Anderson, J. R., Boyle, C. Farrell,
R., & Reiser, B. J. (1987). Cognitive principles in the design of computer
tutors. In P. Morris (Ed.), Modelling cognition, (pp. 93-133). New York:
John Wiley.
Class Activity on Thursday, Jan 31:
·
Discussion of readings
·
Demo/exploration of a Geometry or Algebra computer tutor from
Carnegie Learning (http://www.carnegielearning.com/).
A Flash-based online tour of Quantitative Literacy Through Algebra is accessible
at http://www.carnegielearning.com/postsecondary/mathematics/products/
(click on “Guided Overview after the intro)
Week 4: Problem-solving and Math
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Bruer Ch. 4 (pp. 81-126) and
Schofield, J. W., Evans-Rhodes, D., & Huber, B. R. (1990). Artificial intelligence
in the classroom: The impact of a computer-based tutor on teachers and students.
Social Science Computer Review, 8(1), 24-40.
Class Activity on Thursday, Feb 7:
·
Discussion of readings
·
Further exploration of a Geometry or Algebra computer tutor from
Carnegie Learning
Week 5: Conceptual Change and Causal Models in Science: Microworlds and Simulations
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read beginning of Bruer Ch. 5 (pp. 162-171) and
White, B. Y. (1993). Intermediate
abstractions and causal models: A microworld-based approach to science education.
Paper presented at the AI-ED 93: World Conference on Artificial Intelligence
and Education, Charlottesville, VA.
No Class Meeting on Thursday, Feb 14. Before next week, explore the demo of the ThinkerTools physics simulation, and do the short written assignment on Mygateway
Week 6: Assessment in Cognitive Context of Science Instruction
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Bruer Ch. 5 (pp. 162-171) and McGilly Ch. 3 (pp. 51-74)
Class Activity on Thursday, Feb 21:
·
Discussion of Week 5 and Week 6 readings
·
Demo/Exploration of DIAGNOSER on the Mac or on the Web
Week 7: Learning from Hypermedia in History and Literature
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read McGilly Ch. 4 (pp. 75-101)
·
Write a paragraph-long proposal of what cognitive tool you would
like to evaluate for your semester project and why
Class Activity on Thursday, Feb 28:
·
Discussion of readings
·
Exploration of a history or literature hypermedia resource on
the web
Week 8: Cognitive Apprenticeship and Reciprocal Teaching
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Bruer Ch. 6 (pp. 173-213) & McGilly Ch. 9 (pp. 229-270)
Class Activity on Thursday, Mar 7:
·
Discussion of readings
·
Demo/Exploration of Knowledge Integration Environment (KIE), Model-It
or Scientific Inquiry Assessment Environment
Week 9: Anchored Instruction and Goal-based scenarios
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read McGilly Ch. 7 (pp. 157-200)
Schank, R. C. (1992). Goal-based scenarios. Technical Report No. 36. Evanston,
IL: Northwestern University Institute for the Learning Sciences.
Class Activity on Thursday, Mar 14:
·
Discussion of readings
·
Demo/Exploration of Jasper and/or other Vanderbilt products
Week 10: Learning through Writing
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Bruer Ch. 7 (pp. 215-256) and McGilly Ch. 8 (pp. 201-228)
Class Activity on Thursday, Mar 21: Class will not meet as a group this week, because I will not be back until from attending a conference (Society for Information Technology & Teacher Education). You may use the class time to work independently in the E. Desmond Lee Technology & Learning Center (TLC) to complete the assignment about Knowledge Forum that will be available on Mygateway.
Spring Break March 25-March 29
Week 11:
Class will not meet as a group this week, because I am attending another conference (American Educational Research Association). You may read ahead.
Week 12: Computer Tools as Cultural Tools
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Pinkard, N. (1999). Learning to read in culturally responsive
computer environments. CIERA Report #1-004. Ann Arbor, MI: Center for the Improvement
of Early Reading Achievement. (available at http://www-personal.umich.edu/~pinkard/homepage/pinkard-CIERA.pdf)
Lee, C. D. (2001). Is October Brown
Chinese? A cultural modeling activity system for underachieving students. American
Educational Research Journal, 38(1), 97-142.
Class Activity on Thursday, Apr 11 (Note that we will meet from 5:30-9pm to make up class time)
·
Discussion of readings from week 10 and week 12
·
Demo/Exploration of Say Say Oh Playmate
Week 13: Semantic Nets and Concept Maps
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
· Read
Jonassen chapter on semantic nets
Class Activity on Thursday, Apr 18:
·
Discussion of readings
·
Demo/Exploration of Blue Skies or GLOBE
Week 14: Distributed Cognition and Technology as Scaffolding Science Inquiry
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
Read Salomon,
G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending
human intelligence with intelligent technologies. Educational Researcher,
20 (1), 2-9.
Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B., Steinmuller, F., Leone, T. J., (in press). BGuILE: Stategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S.M. Carver & D. Klahr (Eds.) Cognition and Instruction: Twenty five years of progress. Mahwah, NJ: Erlbaum (available at http://www.letus.org/bguile/Papers/bguile_chapter.pdf)
Class Activity on Thursday, Apr 25:
·
Discussion of reading
·
Demo/Exploration of BGuILE (Biology Guided Inquiry Learning Environment)
or KIE (Knowledge Integration Environment)
Week 15: Summary and Review
Assignments to be completed before class this week
·
Participate in Mygateway online discussion
·
If you plan on turning in the recommended draft of your cognitive
evaluation paper for feedback, it is due by class on May 2 (feedback will be
returned by Monday, May 6).
Class Activity on Thursday, May 2:
·
Course evaluations
·
Review and discussion of course concepts and "big ideas",
using Inspiration
Final version of paper due at time of final exam: Thursday, May 9, 5:30-7:30pm.
