A Glance into Social and Evolutionary Aspects of an Artifact Ecology for Collaborative Learning through the Lens of Distributed Cognition

Vasiliou, Christina; Ioannou, Andri; Stylianou-Georgiou, Agni; Zaphiris, Panayiotis

doi:10.1080/10447318.2016.1277638

Cited by 9 publications

(6 citation statements)

References 39 publications

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“…The framework is formed with principles that are derived from the literature of distributed cognition and they are divided under five interrelated and overlapping themes. The framework has been used with 22 principles and often by dividing them under three themes, however it has been implemented with the five themes and the principles have been expanded by Vasiliou et al (2017). The themes are Information Flow Model, Artefact Model, Social Model, Physical Model and Evolutionary Model and can be seen in Figure 1.…”

Section: Distributed Cognition For Teamworkmentioning

confidence: 99%

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Distributed Cognition for Cybersecurity Psychology

Merilehto

2024

Preprint

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This short paper discusses Cyberpsychology, cybersecurity and distributed cognition, which have significant overlap in their domains. This overlap can be articulated as emerging from the interaction with digital, physical and human elements. Distributed cognition as a theme articulates that cognition happens also in the world, instead of just individual minds. Cognition is thus distributed through social interaction, artefacts and time. The analysis and design of cyber-physical environments forms a critical part of having a holistic approach to cybersecurity, especially countering malicious activity such as social engineering. Models and frameworks are needed to bridge the gap between theories and practice. One useful tool from Cognitive Sciences is the Distributed Cognition for Teamwork (DiCoT) framework. This framework is based on contextual design and is a semi-structured model for applying distributed cognition theory for the analysis and design of teamwork, places of work and interaction. DiCoT framework is seen by the author as a potential tool for use in improving cybersecurity and reflecting cyberpsychology in cyber-physical domains.

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Section: Distributed Cognition For Teamworkmentioning

confidence: 99%

“…DiCoT model can be used for analysis as well as the design of teamwork and human-technology interaction in group contexts. The framework consists of five themes/models which are composed of 22(+5) principles (Furniss et al, 2019;Vasiliou et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Distributed Cognition for Cybersecurity Psychology

Merilehto

2024

Preprint

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“…The AC can be considered an operationalization of AT. As an analytical framework for guiding task design processes and analyses, the AC may prove challenging to apply in practice (Vasiliou et al, 2017). However, the AC can also serve as a tangible tool or framework in practice and as a "valuable aide memoir and a tool for reflexivity" (Macaulay, 1999, p. 31).…”

Section: The Activity Checklist -The Evaluation Versionmentioning

confidence: 99%

Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

Lindqvist

2020

Mind, Culture, and Activity

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The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers' task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners' work and in turn provide guiding principles for educational development.

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“…Ross et al ( 2013 ) suggest that analyses of the quality of online learning programs must include consideration not only of the relationship between people but also the complex relationship between the learner, instructor, and the technological and structural environment in which these beings interact. The interactions between beings and the educational platform have been documented to be codependent and relational in nature (Bødker & Klokmose, 2012 ; Vasiliou et al, 2017 ; Verster, 2009 ). Vasiliou et al ( 2014 ) describe this environmental interaction with learning organisms in terms of ecology.…”

Section: Introductionmentioning

confidence: 99%

“…The focus on interactions in an ecological setting provides increased emphasis on the need for community within such a space where technologies and people coexist—thus enabling online learning goals to be focused on the generation rather than transmission of knowledge (Bødker & Klokmose, 2012 ; Vasiliou et al, 2017 ). Whereas Guattari ( 2005 ) has suggested that there are three kinds of ecologies—relating to human beings, the natural world, and institutions that are socially constructed—Barnett ( 2020 ) goes further to say that universities as a whole are part of at least eight ecologies—namely those of “knowledge, learning, social institutions, persons, the political sphere, culture, the economy, and the natural environment” (p. 272)—and that world-class institutions both recognize and build upon these entanglements in the best interests of their students.…”

Section: Introductionmentioning

confidence: 99%

Constructing radical community: an ecological model for shifting from an EdD to a We-dD in online doctoral programs

2022

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Online learning is often associated with the alone together paradox that suggests that online students are constantly connected to one another yet feel more alone due to a lack of real social connection. While research has approached this issue from an environmental perspective, some scholars have recently suggested that aspects of online students’ complex ecologies, beyond the online program, may also influence the degree students engage socially. This phenomenological study explores the experiences of 10 students enrolled in an online doctoral program in education. In-depth interviews were conducted to discuss how various ecological systems affect students’ ability to socially connect in the online program, revealing students reporting feeling apart, but together , rather than alone together . This study encourages online doctoral programs and researchers to take an ecological approach, as opposed to an environmental one, in order to construct a more thorough understanding of the online doctoral student experience.

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A Glance into Social and Evolutionary Aspects of an Artifact Ecology for Collaborative Learning through the Lens of Distributed Cognition

Cited by 9 publications

References 39 publications

Distributed Cognition for Cybersecurity Psychology

Distributed Cognition for Cybersecurity Psychology

Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

Constructing radical community: an ecological model for shifting from an EdD to a We-dD in online doctoral programs

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