Khine / Saleh New Science of Learning

Cognition, Computers and Collaboration in Education
1. Auflage 2010
ISBN: 978-1-4419-5716-0
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 607 Seiten

Reihe: Humanities, Social Sciences and Law

The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload.

The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including:

Group cognition as a foundation for learning

Metacognitive control of learning and remembering

Higher education course development using open education resources

Designing a technology-oriented teacher professional development model

Supporting student collaboration with digital video tools

Teaching and learning through social annotation practices

The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.

Zielgruppe

Research

Autoren/Hrsg.

Khine, Myint Swe

Saleh, Issa M.

Inhaltsverzeichnis

Cognition and New Science of Learning.- New Digital Media and Their Potential Cognitive Impact on Youth Learning.- Group Cognition as a Foundation for the New Science of Learning.- An Embodied/Grounded Cognition Perspective on Educational Technology.- Features of Computerized Multimedia Environments that Support Vicarious Learning Processes.- Human Memory and the New Science of Learning.- Metacognitive Control of Learning and Remembering.- Ethnic Differences on Students’ Approaches to Learning: Self-Regulatory Cognitive and Motivational Predictors of Academic Achievement for Latino/a and White College Students.- Intuitions, Conceptions and Frameworks: Modelling Student Cognition in Science Learning.- An Analysis of Design Strategies for Creating Educational Experiences in Virtual Environments.- Computers and New Science of Learning.- Redesigning Testing: Operationalizing the New Science of Learning.- Self-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools.- New Learning—Old Methods? How E-research Might Change Technology-Enhanced Learning Research.- Designing Higher Education Courses Using Open Educational Resources.- The Evolution of an Automated Reading Strategy Tutor: From the Classroom to a Game-Enhanced Automated System.- Experiences in the Field: The Evolution of a Technology-Oriented Teacher Professional Development Model.- A Dialogic Approach to Technology-Enhanced Education for the Global Knowledge Society.- Conceptual Representation Embodied in Hypermedia: An Approach to Promoting Knowledge Co-Construction.- Virtual Worlds for Young People in a Program Context: Lessons from Four Case Studies.- New Technologies, Learning Systems, and Communication: Reducing Complexity in the Educational System.- Collaboration andNew Science of Learning.- Fostering Higher Levels of Learning Using Diverse Instructional Strategies with Internet Communication Tools.- Windows into Teaching and Learning Through Social Annotation Practices.- Orchestrating Learning in a One-to-One Technology Classroom.- Designing Online Learning Environments for Professional Development.- Knowledge Building/Knowledge Forum®: The Transformation of Classroom Discourse.- Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students?.- Technology for Classroom Orchestration.- Knowledge Building in Society 2.0: Challenges and Opportunities.- Innovations in Culturally Based Science Education Through Partnerships and Community.- New Science of Learning: Exploring the Future of Education.

Leseproben

Chapter 1 New Digital Media and Their Potential (p. 3-4)

Cognitive Impact on Youth Learning

Margaret Weigel1, Celka Straughn, and Howard Gardner
The Developing Minds and Digital Media Project, Harvard University, Project Zero, Cambridge, MA 02138, USA, e-mail: [e-mail]; [e-mail]
Spencer Museum of Art, University of Kansas, 1301 Mississippi St, Lawrence, KS 66045, e-mail: [e-mail]

Introduction

In his 2009 book Grown up Digital, Don Tapscott presents a very positive view of the new digital media (NDM). “The early evidence suggests that the digital immersion [for youth] has a tangible, positive impact. Not only do video game players notice more, but they have more highly developed partial skills. . . the Net Gen mind seems to be incredibly flexible, adaptable and multimedia savvy” (Tapscott, 2008, p. 98). In this new order, others praise the transformational power of social networks which can topple (or at least circumvent) existing hierarchical structures (Benkler, 2007; Shirkey, 2009; Surowiecki, 2004) and potentially reinvent civic engagement (Pettingill, 2008).

Tapscott and his like-mined peers do not represent a consensus. A collection of scholars, educators, and concerned citizens counter it. Rather than ushering in a utopian era of self-directed youth learning across time and space, NDM are in fact making us “dumber” (Bauerlein, 2008) and actually harming our brains (Healy, 1999). While Tapscott and others salute the democratizing power of information on the Internet, Jean Twenge expresses concern: “Suddenly, you don’t have to write a textbook or have a column in a major newspaper for thousands of people to read your words. . . In this environment, there is no authority: information is free, diffuse, and comes from everyone. (Whether it is correct is another matter)” (Twenge, 2006, p. 30).

Of course, it is possible that each of these sides has some truth to it; it is also possible that the NDM will not exert much of an effect. In education, for example, despite all of the predictions—positive and negative—about radio, television, slide projector, and so on, the most likely generalization is that not much has happened in education as a direct result of the introduction of earlier instantiations of new media. One reason for the enormous range of opinion about the NDM is that it is extremely difficult to secure significant data on these issues. The ideal experiments—in which one would divide a polity in half, at random, expose one half to the full range of the NDM, and make it impossible for the other half to have any exposure whatsoever—cannot be conducted. The best hope is to triangulate from a number of sources and see what picture(s) gradually emerge. Studies addressing youth engagements online have leaned toward the social at the expense of considering cognitive or developmental implications (i.e., Blais, Craig, Pepler, & Connolly, 2008; Gee, 2004; Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006; Ito et al., 2008). Those who do address developmental issues (Greenfield, 2004; Schouten, Valkenburg, & Peter, 2007; Subrahmanyama, Greenfield, Kraut, & Gross, 2001; Valkenburg & Peter, 2007) are largely descriptive and do not consider ethical issues.

In our own research for The Developing Minds and Digital Media (DM2) project1 (a component of the GoodWork Project2 at Harvard Project Zero), we wanted to secure a more holistic record of change related to NDM. Our research was driven by the basic question of whether NDM may, or may not, be impacting the way youth think and behave. We focus in particular on changes to students’ “habits of mind,” the mental models which underlie and direct how they engage with the world.