HMI626. Cognition, Learning and IT, 4p

Instructor Nils Dahlbäck

Spring 200, Starts Jan 1, Ends March 19, Tuesdays13-15 and Thursdays 15-17

Prerequisites Basic knowledge in cognitive psychology
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.
  1. Different kinds and levels of knowledge
  2. Individual differences in cognitive styles and abilities
  3. Classical theories of learning (Piaget, Vygotsky, ...)
  4. Information processing theories of learning
  5. Situated cognition theories of learning
  • 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 (1998) 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.
Examination Seminar participation, project and paper presentation.
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