Week 5 Post

Hi everyone,
Please see below my posting for the week. All comments are welcome.
Ryan

1. What do you understand about how the concepts of Mindtools or Cognitive Tools (Jonassen et al) and Cognitive Flexibility (Spiro) can be tied together.

According to Jonassen and Reeves (1996), “Cognitive tools allow learners to function as designers using technologies as tools for analyzing the world, accessing information, interpreting and organizing their personal knowledge, and representing what they know to others”. These tools (spreadsheets, semantic networks, expert systems, etc.,) facilitate the development of critical thinking skills. Students learn more by creating, constructing and designing their knowledge than by being spoon fed information from a textbook. Cognitive tools help this process.

Cognitive Flexibility is the ability to gain knowledge of complex subject-matter in one situation and then transfer or apply that knowledge to a different situation. By presenting complex information to students in a variety of different ways and in a variety of different situations, students are better able to transfer their learning to associative or unique situations.
I feel that the two theories can be tied together in that Cognitive Tools can be used as a means to an end, whereas Cognitive Flexibility is the actual desired end. Or said in a different way, Cognitive Tools are the tools that teachers can use to help students obtain cognitive flexibility. Students can use the cognitive tool applications to better transfer or apply prior knowledge to a new setting.

2. Are these theories compatible or are they really talking of different ideas?

I believe that the two theories are compatible but not identical. As mentioned in the Jonassen article, Cognitive Tools can be used in any type of learning environment but have their greatest effectiveness when applied within a constructivist environment. Cognitive Flexibility is best suited for complex, non-linear subject matter where a constructivist teaching method would be favoured over a behaviourist approach. Therefore, both theories are best suited to constructivist environments but each can be used independently and not necessarily in a constructivist setting.
Reference:
Jonassen, D. H. & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. Retrieved October 6, 2008, from the World Wide Web: http://142.12.6.6:8900/SCRIPT/EDUC533_91_2008FW/scripts/serve_home