Cognitive Tools: A Suitable Case for Learning

Mayes, J. Terry

doi:10.1007/978-3-642-77222-1_2

Cited by 22 publications

(17 citation statements)

References 11 publications

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“…Mayes (1991Mayes ( , 1992 identified that program designers developing a hypermedia system for university students actually learned more about the topic than the students using it, positing that students as designers would have better learning experiences. Similarly, Jonassen et al (1999) claimed that better understanding resulted for the student designers of instructional materials than the learners who merely read or interacted with the material.…”

Section: Knowledge Design and Representationmentioning

confidence: 98%

“…Schön argues that it is not just reflection in the process of learning that is important, but 'reflection-on-reflection in action' (1987, p. 4). Deeper levels of processing information are critical for the extraction of meaning and encoding of understanding (Mayes, 1991(Mayes, , 1992. This activity-reflection cycle (Richards, 2002) promotes higher-order, applied and innovative thinking, as distinct from displays of competence and functional learning activity.…”

Section: The Challenge Of Activating Teacher Agency In a Digital Learmentioning

confidence: 98%

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Using and creating knowledge with new technologies: a case for students‐as‐designers

Kimber¹,

Wyatt-Smith

2006

Learning, Media and Technology

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While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have received far less attention. This has been the case despite the accelerated growth, miniaturisation and convergence of new media, all of which have accentuated the need for educators to understand how student learning in digital environments might be engaged and enhanced. In this paper, our focus is on how working with electronic literacies can open up new ways of learning in schools. We identify some key challenges and opportunities for designing classroom tasks to promote the development of effective digital learning through the construct of 'students-as-designers'. Further, we explore possible implications of this construct for the agency of teacher and student as both strive to use and create knowledge in digital contexts.

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Section: Knowledge Design and Representationmentioning

confidence: 98%

Section: The Challenge Of Activating Teacher Agency In a Digital Learmentioning

confidence: 98%

Using and creating knowledge with new technologies: a case for students‐as‐designers

Kimber¹,

Wyatt-Smith

2006

Learning, Media and Technology

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“…The process of designing therefore allows purposeful extension of knowledge in creative and critical ways. Furthermore, Mayes (1991Mayes ( , 1993 discovered that the hypermedia authors who designed StrathTutor, a hypermedia system designed for university students on a problem-generating principle, actually learned more about the domain content than the students using the program. By transferring the technology tool construction and design to the learners, more powerful learning resulted.…”

Section: Design: the Fourth Dimensionmentioning

confidence: 98%

Reclaiming Teacher Agency in a Student-Centred Digital World

Kimber¹,

Pillay²,

Richards³

2002

Asia-Pacific Journal of Teacher Education

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This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices.

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“…Ideally, a course generator includes opportunities to use such tools at appropriate moments. In the following, a learning-support tool is any application that supports the learner during his learning process in a targeted way and can be integrated into the learning process automatically (a related concept is ''cognitive tool", (Mayes, 1992)). Brusilovsky and Vassileva (2003) distinguish between course (ware) generation and course(ware) sequencing.…”

Section: Terminologymentioning

confidence: 99%