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Learning Theories
Computers as cognitive mind tools are influenced by several educational theories, including sociocultural theory, behaviourism, constructivism, multiple intelligences theory, and cognitive theory. Here we are going to discuss an overview of the theories and their link to the use of computers as cognitive tools, along with example references for a literature review:
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Sociocultural Theory:
Sociocultural theory, developed by Lev Vygotsky (1978), emphasizes how important social interaction and cultural context are in learning. Vygotsky further suggests that learning is a collaborative process, and individuals can acquire knowledge through interactions with others. Computers, as cognitive tools, can facilitate social interactions and provide access to a wealth of information and resources. An example would be sharing content from a discussion board or CIT 733 WhatsApp group.
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Behaviourism:
Behaviourism, associated with B.F. Skinner (1953), focuses on observable behaviours and the external factors that influence them. While computers can be seen as tools for behaviourist approaches because their use of cognitive tools goes beyond simple stimulus-response associations. They support active engagement, feedback, and adaptive learning experiences.
Constructivism:
Jonassen (1991) posits that constructivism states that learners actively construct their own knowledge by connecting new information with their existing knowledge or mental frameworks. Computers as cognitive tools can provide interactive environments for learners to explore, experiment, and construct their understanding of concepts through simulations, problem-solving activities, and collaborative projects.
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Multiple Intelligences:
Gardner (1983) states that the theory of multiple intelligences, suggests that individuals possess different types of intelligence beyond traditional measures such as IQ. Computers can accommodate different learning styles and intelligences by offering multimedia resources, interactive activities, and diverse ways of representing information.
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Cognitive Theory:
Cognitive theories as described by Sweller (1988) who states that it focus on the mental processes involved in learning, such as attention, memory, and problem-solving. But then computers as cognitive tools can enhance cognitive processes by providing adaptive feedback, scaffolding, and personalized learning experiences. They can also support cognitive load management and promote metacognitive skills development.
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Figure [1] which was developed to showcase the different educational theories meanings and their key proponents with examples included in a form of a mind map summary.
Constructivsm
Constructivism as emphasized by Jonassen (1991) that it plays a huge role in active learning and knowledge construction, and computers facilitate this process in several ways. Firstly, computers offer learners access to a huge amount of information and resources through the internet. Learners can then actively search for information, critically evaluate sources, and construct their own knowledge based on the information they find. This process aligns with the constructivist idea that knowledge is constructed by the learner through interactions with the environment (Jonassen, 2000).
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Computers can provide learners with interactive and immersive learning experiences. Educational software, simulations, and virtual reality applications can create authentic and engaging environments where learners can explore, experiment, and discover knowledge. Such experiences allow learners to actively construct their understanding by interacting with the virtual world and observing the consequences of their actions (Johnson, 2006). For example if learners use platforms like Kahoot and google they will actively learn on their own by sourcing information and learning how to use it.
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Additionally, computers can support collaboration and social interaction, which are essential aspects of constructivist learning. Online platforms, discussion forums, and collaborative tools enable learners to connect with others, share ideas, and engage in collaborative problem-solving. Through these interactions, learners can benefit from multiple perspectives, negotiate meaning, and co-construct knowledge (Duffy, 1996).
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Furthermore, computers can provide scaffolding and support for learners in their knowledge construction process. Intelligent tutoring systems and adaptive learning technologies can analyze learners' performance, provide personalized feedback, and offer tailored learning experiences. These computer-based tools assist learners in their zone of proximal development, guiding them towards higher levels of understanding and promoting metacognitive skills (VanLehn, 2011).
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It is important to note that the effective integration of computers as cognitive mind tools within a constructivist framework requires thoughtful instructional design and pedagogical approaches. Teachers play a crucial role in facilitating and guiding learners' interactions with computers to ensure meaningful learning experiences (Soloway, 2000).
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Mindtools
Cognitive mindtools must have the following characteristics:
- Interactivity
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Knowledge representation
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Distristibuted cognition
The categories of mindtools include:
- Semantic organization
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​Dynamic Modelling
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Knowledge construction
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Information interpretation tools
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Conversation and collaboration tools (Socially shared)
In e-learning settings, the use of computer-based mindtools can help develop metacognitive skills by encouraging self-regulated learning and reflection. These tools, such as digital portfolios, learning analytics dashboards, and self-assessment platforms, enable students to track their progress, establish learning objectives, and reflect on their learning strategies (Efklides, 2011). The connection between e-learning and computer-based mindtools as cognitive aids is apparent in their ability to improve cognitive processes, support conceptual comprehension, facilitate collaborative learning, enable personalized learning, and nurture metacognitive skills. When these tools are integrated into e-learning platforms, educators can create interactive and efficient learning environments that empower students to actively engage in their educational journey.
Focus
E-Learning
Formal instruction, structured courses.
Mindtools
Informal learning, practical tools and resources.
Structure
E-Learning
Courses/modules with defined start and end points.
Mindtools
Tools, articles, videos available individually.
Flexibility
E-Learning
Structured, less adaptable to individual pacing.
Mindtools
Self-paced, adaptable to learner's schedule.
Learning Focus
E-Learning
Comprehensive subject coverage, in-depth knowledge.
Mindtools
Practical tools for specific skills and tasks.
Learning Style
E-Learning
Predominantly instructional, content-based.
Mindtools
Interactive, experiential, hands-on learning.
Interactivity
E-Learning
Varied, quizzes, assessments, discussion boards.
Mindtools
Tools encourage active participation.
Certification
E-Learning
Often offers certificates upon course completion.
Mindtools
No formal certificates, skill improvement focus.
Feedback
E-Learning
Formal assessment and grading systems.
Mindtools
Informal feedback, personal reflection.
Delivery
E-Learning
Often delivered through Learning Management Systems.
Mindtools
Accessed directly on Mind Tools platform.
Purpose
E-Learning
Professional development, skill acquisition.
Mindtools
Problem-solving, personal growth, skill-building.
Content Source
E-Learning
Created by educational institutions or companies.
Mindtools
Curated from various experts, real-world insight.