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Computers As Cognitive Tools

Computers As Cognitive Tools Author Susanne P. Lajoie
ISBN-10 9781136475528
Release 2013-05-13
Pages 416
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Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems. An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.



Cognitive Tools for Learning

Cognitive Tools for Learning Author Piet A.M. Kommers
ISBN-10 9783642772221
Release 2012-12-06
Pages 282
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Hypermedia technology needs a creative approach from the outset in the design of software to facilitate human thinking and learning. This book opens a discussion of the potential of hypermedia and related approaches to provide open exploratory learning environments. The papers in the book are based on contributions to a NATO Advanced Research Workshop held in July1990 and are grouped into six sections: - Semantic networking as cognitive tools, - Expert systems as cognitive tools, - Hypertext as cognitive tools, - Collaborative communication tools, - Microworlds: context-dependent cognitive tools, - Implementing cognitive tools. The book will be valuable for those who design, implement and evaluate learning programs and who seek to escape from rigid tactics like programmed instruction and behavioristic approaches. The book presents principles for exploratory systems that go beyond existing metaphors of instruction and provokes the reader to think in a new way about the cognitive level of human-computer interaction.



How People Learn

How People Learn Author National Research Council
ISBN-10 9780309131971
Release 2000-08-11
Pages 384
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.



Cognition Education and Communication Technology

Cognition  Education  and Communication Technology Author PETER GARDENFORS
ISBN-10 9781135632533
Release 2014-04-08
Pages 312
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Cognition, Education, and Communication Technology presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including: *the role of perceptual processes in learning; *external cognition as support for interactive learning; *the role of meta-cognition; *simulation learning environments as cognitive tools; *the role of science controversy for knowledge integration; *the use of ICT in the development of educators; and *the role of narratives in education. ICT has great potential for revolutionizing education. Large investments of resources are being made, often without a strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT. The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be used in various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education.



New Science of Learning

New Science of Learning Author Myint Swe Khine
ISBN-10 9781441957160
Release 2010-06-16
Pages 607
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The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.



Meaningful Learning with Technology

Meaningful Learning with Technology Author Jane L. Howland
ISBN-10 0132565587
Release 2012
Pages 292
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Prev. ed.: Learning with technology / Dave Jonassen, Kyle L. Peck, Brent G. Wilson. 3rd ed. c2008.



Cognitive Effects of Multimedia Learning

Cognitive Effects of Multimedia Learning Author Zheng, Robert
ISBN-10 9781605661599
Release 2008-12-31
Pages 440
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"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.



New Educational Technology

New Educational Technology Author Riko Kobayashi
ISBN-10 1604560371
Release 2008
Pages 240
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Educational technology is a creative blending of technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is not restricted to the education of children, nor to the use of high technology. Here, Kobayashi examines the field.



New Tools for New Minds

New Tools for New Minds Author David Sewell
ISBN-10 UOM:39015019435836
Release 1990
Pages 231
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New Tools for New Minds has been writing in one form or another for most of life. You can find so many inspiration from New Tools for New Minds also informative, and entertaining. Click DOWNLOAD or Read Online button to get full New Tools for New Minds book for free.



Structural Knowledge

Structural Knowledge Author David H. Jonassen
ISBN-10 9781136474347
Release 2013-05-13
Pages 280
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This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquisition, conveying knowledge structures through direct instruction, or providing learners with strategies that they may use to acquire structural knowledge. These chapters include the following sections in the same sequence: * description of the technique and its theoretical or conceptual rationale * examples and applications * procedures for development and use * effectiveness -- learner interactions and differences, and advantages and disadvantages * references to the literature. The chapters are structured to facilitate access to information as well as to illuminate comparisons and contrasts among the techniques.



Understanding Computers and Cognition

Understanding Computers and Cognition Author Terry Winograd
ISBN-10 0893910503
Release 1986
Pages 207
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Understanding Computers and Cognition presents an important and controversial new approach to understanding what computers do and how their functioning is related to human language, thought, and action. While it is a book about computers, Understanding Computers and Cognition goes beyond the specific issues of what computers can or can't do. It is a broad-ranging discussion exploring the background of understanding in which the discourse about computers and technology takes place. Understanding Computers and Cognition is written for a wide audience, not just those professionals involved in computer design or artificial intelligence. It represents an important contribution to the ongoing discussion about what it means to be a machine, and what it means to be human.



Learning from Computers Mathematics Education and Technology

Learning from Computers  Mathematics Education and Technology Author Christine Keitel-Kreidt
ISBN-10 9783642785429
Release 2012-12-06
Pages 332
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The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van Dormolen 1991), the workshop formed part of a larger NATO programme on Advanced Educational Technology. Some workshop members had already participated in earlier events in this series and were able to contribute insights from them: similarly some members were to take part in later events. The problematic for the workshop drew attention to important speculative developments in the applications of advanced information technology in mathematics education over the last decade, notably intelligent tutoring, geometric construction, symbolic algebra and statistical analysis. Over the same period, more elementary forms of information technology had started to have a significant influence on teaching approaches and curriculum content: notably arithmetic and graphic calculators; standard computer tools, such as spreadsheets and databases; and computer-assisted learning packages and computer microworlds specially designed for educational purposes.



Situated Cognition

Situated Cognition Author William J. Clancey
ISBN-10 0521448719
Release 1997-08-28
Pages 406
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This 1997 book examines recent changes in the design of intelligent machines which afford heightened interactivity with the environment.



Educational Media and Technology Yearbook

Educational Media and Technology Yearbook Author Michael Orey
ISBN-10 9781461413059
Release 2011-12-14
Pages 522
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The Educational Media and Technology Yearbook is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a sections that list and describe Media Related Organizations and Associations in North America, departments in the allied fields, and a listing of journals in the field. The Educational Media and Technology Yearbook, a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 35 years.



In Order to Learn

In Order to Learn Author Frank E. Ritter
ISBN-10 9780195178845
Release 2007-07-30
Pages 238
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The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This text argues that these effects are more pervasive and important than they have been treated.



Cognitive and affective learning strategies

Cognitive and affective learning strategies Author Harold F. O'Neil
ISBN-10 UOM:39015002183799
Release 1979
Pages 327
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Cognitive and affective learning strategies has been writing in one form or another for most of life. You can find so many inspiration from Cognitive and affective learning strategies also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Cognitive and affective learning strategies book for free.



Advanced Educational Technology in Technology Education

Advanced Educational Technology in Technology Education Author Anthony Gordon
ISBN-10 354056554X
Release 1993-09-29
Pages 251
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Proceedings of the NATO Advanced Study Institute on Advanced Educational Technology in Technology Education, held in Salford, U.K., August 17-28, 1992