Cognition and Technology
ED TEC/ED PSY 444

Winter 2001: Tuesdays, 5:30-8:10pm
Marillac Hall (MH) G08B
(and the E. Desmond Lee Technology & Learning Center for selected meetings)

Joe Polman, Ph.D.
Office Hours: Tuesdays 3:30-5pm, Wednesdays 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/edtech444/
Mygateway course web site at: http://mygateway.umsl.edu

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:

• Cognitive modeling rooted in artificial intelligence
• Conceptual change models and causal models
• Cognitive apprenticeship
• Sociocultural theory and mediated action

• 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.

Required Activities

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 Monday 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) Together with another student, making a presentation of key points and leading the class in discussion of two readings during the semester. You will sign up for time slots the second week of the semester. In one case, you will act as the presenter, and in the other, you should act as the questioner/facilitator.

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 (4^th 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.

Grading

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+.

Class Readings

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.

Note

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 301 Woods Hall at 516-5228. Information about your disability will be regarded as confidential.

Class and Assignment Schedule

Week 1: Introduction

Class Activity on Tuesday, Jan 16:

• 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
• Introduction to the Mygateway CourseInfo system

Week 2: Cognitive Science and Education

Assignments to be completed before class this week

• 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 Tuesday, Jan 23:

• 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 Tuesday, Jan 30:

• 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 Tuesday, Feb 6:

• Discussion of readings

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.

Class Activity on Tuesday, Feb 13:

• Discussion of readings
• Demo/Exploration of ThinkerTools physics simulation, Boxer (Mac only), or Interactive Physics.

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 Tuesday, Feb 20:

• Discussion of 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 Tuesday, Feb 27:

• Discussion of readings
• Exploration of a history or literature hypermedia resource on the web

Week 8: Semantic Networks 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 Tuesday, Mar 6: Class will not meet as a group this week, because I am 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) on Inspiration.

Week 9: 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 Tuesday, Mar 13:

• Discussion of readings
• Demo/Exploration of Knowledge Integration Environment, Model-It or Scientific Inquiry Assessment Environment

Week 10: Anchored Instruction and Learning Communities

Assignments to be completed before class this week

• Participate in Mygateway online discussion
• Read McGilly Ch. 7 (pp. 157-200)

Class Activity on Tuesday, Mar 20:

• Discussion of readings
• Demo/Exploration of Jasper and/or other Vanderbilt products

Spring Break March 24-April 1

Week 11: Computer Tools as Cultural Tools

Assignments to be completed before class this week

• Participate in Mygateway online discussion
• Read Wertsch 1998 Chs. 1 &  2 and
  Lee, C. D. (1999). Towards a framework for culturally responsive design in multimedia computer environments. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.

Class Activity on Tuesday, Apr 3:

• Discussion of readings
• Demo/Exploration of Collaboratory Notebook or Say Say Oh Playmate

Week 12: 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 Tuesday, Apr 10: Class will not meet as a group this week, because I am attending a conference (American Educational Research Association). You may use the class time to work independently in the E. Desmond Lee Technology & Learning Center (TLC) exploring Knowledge Forum or another cognitive tool.

Week 13: Distributed Cognition

Assignments to be completed before class this week

• Participate in Mygateway online discussion
• Read Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. The Journal of the Learning Sciences, 3(3), 285-299.

Class Activity on Tuesday, Apr 17:

• Discussion of readings
• Demo/Exploration of Blue Skies or GLOBE

Week 14: Technology as Scaffolding Science Inquiry

Assignments to be completed before class this week

• Participate in Mygateway online discussion
• Read 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 Tuesday, Apr 24:

• 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

Class Activity on Tuesday, May 1:

• Course evaluations
• Review and discussion of course concepts, using Inspiration

Final version of paper due at time of final exam.