HMI626. Cognition, Learning and IT, 4p

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

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.