Cognitive tool

Definition

• Cognitive tools refer to learning with technology (as opposed to learning through technology).Jonassen (1994) argues that “technologies, from the ecological perspective of Gibson (1979), afford the most meaningful thinking when used as tools”.

• Cognitive tools are generalizable computer tools that are intended to engage and facilitate cognitive processing. [...] Cognitive tools can be thought of as a set of tools that learners need in order to serve cognitive apprenticeships. [...] They scaffold the all-important processes of articulation and reflection, which are the foundations of knowledge construction. They (gag, can I say it?) empower the learners to think more meaningfully and to assume ownership of their knowledge, rather than reproducing the teacher's. The major problem if we accept this conception of technologies is what to do with all of the instructional designers... (Jonassen 1994).

• Cognitive tools help learners with complex cognitive learning activities and critical thinking. These tools are learner controlled in the sense that they construct their knowledge themselves using the tools rather than memorizing knowledge. In this perspective, computer systems are "partners" that stimulate learners or groups of learners to make maximum use of their cognitive potential.

• See also: Cognitive artifact

Why a cognitive tools approach ?

Let's start with a longer quotation from Reeves (1999) keynote speech at Ed-Media 1999:

" The foundation for the use of interactive learning systems as "cognitive tools" (the "with" approach) is "cognitive psychology." Computer-based cognitive tools have been intentionally adapted or developed to function as intellectual partners to enable and facilitate critical thinking and higher order learning. Examples of cognitive tools include: databases, spreadsheets, semantic networks, expert systems, communications software such as teleconferencing programs, on-line collaborative knowledge construction environments, multimedia/ hypermedia construction software, and computer programming languages. In the cognitive tools approach, interactive tools are given directly to learners to use for representing and expressing what they know (Jonassen & Reeves, 1996). Learners themselves function as designers, using software programs as tools for analyzing the world, accessing and interpreting information, organizing their personal knowledge, and representing what they know to others. "

The basic principles that guide the use of interactive software programs as cognitive tools for teaching and learning are:

• Cognitive tools will have their greatest effectiveness when they are applied within constructivist learning environments.
• Cognitive tools empower learners to design their own representations of knowledge rather than absorbing representations preconceived by others.
• Cognitive tools can be used to support the deep reflective thinking that is necessary for meaningful learning.
• Cognitive tools have two kinds of important cognitive effects, those which are with the technology in terms of intellectual partnerships and those that are of the technology in terms of the cognitive residue that remains after the tools are used.
• Cognitive tools enable mindful, challenging learning rather than the effortless learning promised but rarely realized by other instructional innovations.
• The source of the tasks or problems to which cognitive tools are applied should be learners, guided by teachers and other resources in the learning environment.
• Ideally, tasks or problems for the application of cognitive tools will be situated in realistic contexts with results that are personally meaningful for learners.
• Using multimedia construction programs as cognitive tools engages many skills in learners such as: project management skills, research skills, organization and representation skills, presentation skills, and reflection skills.
• Research concerning the effectiveness of constructivist learning environments such as microworlds, classroom-based learning environments, and virtual, collaborative environments show positive results across a wide range of indicators.

In summary, thirty years of educational research indicates that various interactive technologies are effective in education as phenomena to learn both "from" and "with." Historically, the learning "from" or tutorial approaches have received the most attention and funding, but the "with" or cognitive tool approaches are the focus of more interest and investment than ever before. Preliminary findings suggest that in the long run, constructivist approaches to applying media and technology may have more potential to enhance teaching and learning than instructivist models (Jonassen & Reeves, 1996). In other words, the real power of interactive learning to improve achievement and performance may only be realized when people actively use computers as cognitive tools rather than simply interact with them as tutors or data repositories.

This longer quotation (sorry) summarizes key features of the "cognitive tool approach": Learner empowerment, project-orientated authentic and "meaningful" learning, variety of tools.

Technology and examples

Cognitive tools can be really simple, e.g. a Word processor that will allow a teacher to scaffold a student's activity planning process (one can write outlines, use the text as a mirror, etc.).

Forum + argumentation

• CSILE was a research system that now is commercialized as Knowledge forum

Collaborative hypertexts

• This Wiki is also used in teaching, e.g. students participate through writing activities. During the summer semester 2006 a few students participate in a course that will only be offered once and that features only writing activities.

Tools for organizing ideas

• Concept maps

Tools to organize writing activities

• Scribe note-taking application

Professional tools

• See professional tool

Links

• elearning-reviews Topic: Cognitive Tools
• Cognition and Technology ED TEC 6444/ED PSY 6444, Joe Polman's course at University of Missouri - St.Louis

References

• Bransford, John D.; Brown, Ann L.; Cocking, Rodney R. (2000) Technology to Support Learning In Bransford, John D.; Brown, Ann L.; Cocking, Rodney R. (Eds.), How People Learn: Brain, Mind, Experience, pp. 206-230 ISBN 0309070368

• Bereiter, C. (2002). Education and mind in a knowledge society. Mahwah, NJ: Erlbaum.

• Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693-719). New York: Macmillan.

• Jonassen, David. H. (1994), Technology as Cognitive Tools: Learners as Designers, ITForum Paper #1 HTML

• Lajoie, S. P., & Derry, S. J. (Eds.). (1993). Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum.

• Reeves, Thomas C. , A Research Agenda for Interactive Learning in the New Millennium, Ed-Media '99 Keynote. [1]

• Reeves, Thomas C. (1998), The Impact of Media and Technology in Schools, A Research Report prepared for The Bertelsmann Foundation, [2]

• Scardamalia, M. (2003). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education, 17 (Suppl. 3, Learning Technology Innovation in Canada), 23-28.

• Scardamalia, M. & Bereiter, C. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly, ed., Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 201-228). Cambridge, MA: MIT Press/Bradford Books.

• Scardamalia, M. (2004a). CSILE/Knowledge Forum. In Education and technology: An Encyclopedia (pp. 183-192).� Santa Barbara: ABC-CLIO.