FDA088 Cognition, learning, and IT (HMI626)

Lectures:

30 h

Recommended for

HMI and HCS students, but open for all graduate students.

The course was last given:

New at IDA.

Goals

To acquire knowledge of basic cognitive theories of knowledge and learning, especially individual differences in cognitive styles and abilities, and to apply these to the analysis of IT-based learning.

Prerequisites

Basic knowledge in cognitive psychology (TDDB17 or equivalent).

Organization

Lectures and seminars. Project work.

Contents

Different kinds and levels of knowledge

Individual differences in cognitive styles and abilities

Classical theories of learning (Piaget, Vygotsky, ...)

Information processing theories of learning

Situated cognition theories of learning

Literature

Säljö, Roger (2000) Lärande i praktiken: Ett sociokulturellt perspektiv. Stockholm: Prisma.

Crowley, James L., Coutaz, Joëlle & Bérard, François (2000), Things that see. Communications of the ACM, 43(3) 54-64.

Dreyfus, Hubert & Dreyfus, Stuart (1986), Mind over machine, Oxford: Blackwell. Kap 1 "Five steps from novice to expert".

Ford, Nigel (2000), Cognitive style and virtual environments. Journal of the American Society for Information Science, 51(6), 543-557.

Greeno, J.G.(1998): The Situativity of Knowing, Learning, and Research. American Psychologist, Vol. 53, No.1, 5-26.

Gruber et al (1995), Situated learning and transfer I Reiman, Peter & Spada, Hans, Learning in humans and machines: Towards an interdisciplinary learnng science New York: Pergamon Press

de Jong, T., & van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-202.

Norman, Donald (1993) Things that make us smart, Reading, Mass: Addison-Wesley. Kap 2 "Experiencing the world"

Herrington, J. & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.), Learning with technology (pp. 235-262). Parkville, Vic: University of Melbourne.

Ohlsson, Stellan (1995), Learning to do and learning to understand: A lesson and a challenge for cognitive modeling. I Reiman, Peter & Spada, Hans, Learning in humans and machines: Towards an interdisciplinary learnng science New York: Pergamon Press.

Oviatt, Sharon & Cohen, Phil (2000), Multimodal interfaces that process what comes naturally. Communications of the ACM, 43(3) 45-53.

Pentland, Alex (2000), Perceptual intelligence, Communications of the ACM, 43(3) 35-44.

Reeves, Byron & Nass, Clifford (2000), Perceptual bandwith, Communications of the ACM, 43(3) 65-70

Rystedt, Hans, and Lindström, Berner (1999) Developing nursing expertise in simulation-based learning environments. Paper presented at The Conference on Collaboration and Learning in Virtual Environments, May 26-28, 1999, Jyväskylä, Finland.

Sadler-Smith, Eugene & Riding, Richard (1999), Cognitive style and instructional preferences, Instructional science, 27, 355-371.

Seely Brown, John, Collins, Alan & Duguid, Paul (1989), Situated cognition and the culture of learning, Educational Researcher, 18 (1), 32-42.

Swaak, Janine, Van Joolingen, Wouter R., and De Jong, Ton (1998), Supporting simulation-based learning; the effects of model progression and assignements on definitional and intuitive knowledge. Learning and Instruction, Vol 8, NO 3, 235-252.

Tulving, Endel (1984) How many memory systems are there? American Psychologist, vol 40, no 4, 385-398

Turk, Matthew & Robertson, George (2000), Perceptual user inteerfaces. Communications of the ACM, 43(3) 33-34.

Wertsch, James V. & Tulviste, Peeter (1998), L.S. Vygotsky and contemporary developmental psychology. I Faulkner, Dorothy, Littleton, Karen, and Woodhead, Martin, Learning relationships in the classroom. London: Routledge.

Westbury, Chris & Wilensky, Uri (19XX) Knowledge representation in cognitive science: Implications for education. Proceedings of the first international conference on the learning sciences and the challenge to the information era, Lima, Peru.

Teachers

Nils Dahlbäck.

Examiner

Nils Dahlbäck.

Schedule

Spring 2002.

Examination

Seminar participation, project and paper presentation.

Credit

4 credits