Cognitive flexibility hypertext: Difference between revisions
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'''Cognitive flexibility hypertext''' is a learning environment designed according to [[cognitive flexibility theory]]. | '''Cognitive flexibility hypertext''' is a learning environment designed according to [[cognitive flexibility theory]]. | ||
== Foundations of the model == | |||
The Spiro et al. ground their model on 2 issues: Firstly a lot of knowledge to be taught is both complex and ill-structured and and second that such teaching remains a challenge. {{quotation | Cognitive and instructional neglect of problems related to content complexity and irregularity in patterns of knowledge use leads to learning failures that take common, predictable forms. These forms are characterized by conceptual oversimplification and the inability to apply knowledge to new cases (failures of transfer). For learners to develop cognitively flexible processing skills and to acquire contentive knowledge structures which can support flexible cognitive processing, flexible learning environments are required which permit the same items of knowledge to be presented and learned in a variety of different ways and for a variety of different purposes (commensurate with their complex and irregular nature).}} (Spiro, 1992) | |||
{{quotation box | Any effective approach to instruction must simultaneously consider several highly intertwined topics, such as: | |||
# the constructive nature of understanding; | |||
# the complex and ill-structured features of many, if not most, knowledge domains; | |||
# patterns of learning failure; | |||
# a theory of learning that addresses known patterns of learning failure. | |||
(Spiro, 1992) | |||
}} | |||
{{quotation | The remedy for learning deficiencies related to domain complexity and irregularity requires the inculcation of learning processes that afford greater cognitive flexibility: this includes the ability to represent knowledge from different conceptual and case perspectives and then, when the knowledge must later be used, the ability to construct from those different conceptual and case representations a knowledge ensemble tailored to the needs of the understanding or problem-solving situation at hand.}} (Spiro, 1992) | |||
Rephrased by Godshalk et al (2004:211) [[Cognitive flexibility theory]] | |||
{{quotationbox | as conceived by Spiro et al. (1987) suggests the following: | {{quotationbox | as conceived by Spiro et al. (1987) suggests the following: | ||
* Using multiple case studies to insure that a variety of possible situations are presented. | * Using multiple case studies to insure that a variety of possible situations are presented. | ||
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According to Spiro and Jehng (1990), this crisscrossing connection of concepts and [[case-based learning | cases]] is most readily accomplished using the ability of hypertext systems (such as the WWW) to explicitly link information. The key to deciding how to link concepts is to provide themes and perspectives that may be considered across the cases.}} | According to Spiro and Jehng (1990), this crisscrossing connection of concepts and [[case-based learning | cases]] is most readily accomplished using the ability of hypertext systems (such as the WWW) to explicitly link information. The key to deciding how to link concepts is to provide themes and perspectives that may be considered across the cases.}} | ||
{{quotation | In summary: Ill-structured aspects of knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory, Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as Cognitive Flexibility Hypertexts.}} (Spiro, 1992) | |||
== The architecture of a cognitive flexibility hypertext == | |||
Spiro et al. (1992) claaim that good strategies for advanced teaching and learning in ill-structured domains are in many ways the opposite of what works best for introductory learning and in more well-structured domains as | |||
for example in the [[direct instruction]] model. | |||
* compartmentalization works | |||
Revision as of 15:25, 4 October 2006
Definition
Cognitive flexibility hypertext is a learning environment designed according to cognitive flexibility theory.
Foundations of the model
The Spiro et al. ground their model on 2 issues: Firstly a lot of knowledge to be taught is both complex and ill-structured and and second that such teaching remains a challenge. “Cognitive and instructional neglect of problems related to content complexity and irregularity in patterns of knowledge use leads to learning failures that take common, predictable forms. These forms are characterized by conceptual oversimplification and the inability to apply knowledge to new cases (failures of transfer). For learners to develop cognitively flexible processing skills and to acquire contentive knowledge structures which can support flexible cognitive processing, flexible learning environments are required which permit the same items of knowledge to be presented and learned in a variety of different ways and for a variety of different purposes (commensurate with their complex and irregular nature).” (Spiro, 1992)
“The remedy for learning deficiencies related to domain complexity and irregularity requires the inculcation of learning processes that afford greater cognitive flexibility: this includes the ability to represent knowledge from different conceptual and case perspectives and then, when the knowledge must later be used, the ability to construct from those different conceptual and case representations a knowledge ensemble tailored to the needs of the understanding or problem-solving situation at hand.” (Spiro, 1992)
Rephrased by Godshalk et al (2004:211) Cognitive flexibility theory
as conceived by Spiro et al. (1987) suggests the following:
- Using multiple case studies to insure that a variety of possible situations are presented.
- Focusing on cross-case differences in how concepts and principles are applied.
- Consideration of multiple perspectives (individual points of view) as an aid to understanding the connected nature of the domain concepts and promoting flexible knowledge building.
“In summary: Ill-structured aspects of knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory, Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as Cognitive Flexibility Hypertexts.” (Spiro, 1992)
The architecture of a cognitive flexibility hypertext
Spiro et al. (1992) claaim that good strategies for advanced teaching and learning in ill-structured domains are in many ways the opposite of what works best for introductory learning and in more well-structured domains as for example in the direct instruction model.
- compartmentalization works
References
- Godshalk, Veronica M., Douglas M. Harvey, Leslie Moller (2004). The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems, Journal of the Learning Sciences, 13 (4) 507-526. [1] (Access restricted).
- Coulson, R.L., P.J. Feltovich and R.J. Spiro. "Cognitive Flexibility in Medicine: An Application to the Recognition and Understanding of Hypertension." Advances in Health Sciences Education, 1997, 2, pp. 141-61.
- Harvey, D., Jonassen, D., & Clariana, R. (2000). Cognitive Flexibility Hypertext and the Role of the Learning Task. In Kommers, P., & Richards, G. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 423-428). Chesapeake, VA: AACE. HTML/PDF (Access restricted).
- Jacobson, M and A. Archodidou. " The Design of Hypermedia Tools for Learning: Fostering Conceptual Change and Transfer of Complex Scientific." The Journal of Learning Sciences, 2000,9, pp.149-199.
- Jonassen, D., D. Dyer, K. Peters, T. Robinson, D. Harvey, M. King, and P. Loughner. "Cognitive Flexibility Hypertext on the Web: Engaging Learners in Meaning Making," B. Khan, Web-Based Instruction. Englewood, Cliffs, N.J.: Educational Technology Publishing, 1997.
- Spiro, R. J. & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57-76). Hillsdale, NJ: Lawerence Erlbaum Associates. HTML reprint