Cognitive flexibility hypertext: Difference between revisions

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== Definition ==
== Definition ==


According to Godshalk et al (2004:211) [[Cognitive flexibility theory]] {{quotation | as conceived by Spiro et al. (1987) suggests the following:
'''Cognitive flexibility hypertext''' is a learning environment designed according to [[cognitive flexibility theory]].
 
According to Godshalk et al (2004:211) [[Cognitive flexibility theory]]
{{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.
* Focusing on cross-case differences in how concepts and principles are applied.
* 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.}}
* 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.


According to Spiro and Jehng (1990), this crisscrossing connection of concepts
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.}}
and cases is most readily accomplished using the ability of hypertext systems
(such as theWWW)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.




== References ==
== 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.
* 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. [http://www.leaonline.com/doi/abs/10.1207/s15327809jls1304_2 LEA restricted access]
[http://www.leaonline.com/doi/abs/10.1207/s15327809jls1304_2 LEA restricted access]
 
* 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. [http://www.aace.org/newdl/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=16103 HTML/PDF]
 
* 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. & 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. [http://phoenix.sce.fct.unl.pt/simposio/Rand_Spiro.htm HTML reprint]
* 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. [http://phoenix.sce.fct.unl.pt/simposio/Rand_Spiro.htm HTML reprint]

Revision as of 18:20, 16 June 2006

Draft

Definition

Cognitive flexibility hypertext is a learning environment designed according to cognitive flexibility theory.

According to 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.
According to Spiro and Jehng (1990), this crisscrossing connection of concepts and 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.


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. LEA restricted access
  • 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
  • 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
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