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      Book

      Computers As Cognitive Tools
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      Book

      Computers As Cognitive Tools

      DOI link for Computers As Cognitive Tools

      Computers As Cognitive Tools book

      Computers As Cognitive Tools

      DOI link for Computers As Cognitive Tools

      Computers As Cognitive Tools book

      Edited BySusanne P. Lajoie, Sharon J. Derry
      Edition 1st Edition
      First Published 1993
      eBook Published 1 June 1993
      Pub. Location New York
      Imprint Routledge
      DOI https://doi.org/10.4324/9780203052594
      Pages 416
      eBook ISBN 9780203052594
      Subjects Behavioral Sciences, Education
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      Lajoie, S.P., & Derry, S.J. (Eds.). (1993). Computers As Cognitive Tools (1st ed.). Routledge. https://doi.org/10.4324/9780203052594

      ABSTRACT

      Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems.

      An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.

      TABLE OF CONTENTS

      chapter |12 pages

      A Middle Camp for (Un)lntelligent Instructional Computing: An Introduction

      part |2 pages

      Part I: Model Builders

      chapter 1|32 pages

      Reifying Implicit Planning in Geometry: Guidelines for Model-Based Intelligent Tutoring System Design

      chapter 2|28 pages

      A Comparison of Learning Environments: All That Glitters

      ByValerie J. Shute

      chapter 3|32 pages

      Motivational Techniques of Expert Human Tutors: Lessons for the Design of Computer-Based Tutors

      chapter 4|34 pages

      Local Cognitive Modeling of Problem-Solving Behavior: An Application of Fuzzy Theory

      part |2 pages

      Part II: Nonmodelers

      chapter 5|36 pages

      Tutoring Systems and Pedagogical Theory: Representational Tools for Understanding, Planning, and Reflection in Problem Solving

      chapter 6|18 pages

      On the Nature of Pedagogic Computer Tools: The Case of the Writing Partner

      chapter 7|32 pages

      Authors of Knowledge: Patterns of Hypermedia Design

      ByRichard Lehrer

      chapter 8|30 pages

      Constructing a Joint Problem Space: The Computer as a Tool for Sharing Knowledge

      part |2 pages

      Part III: Bridging Differences In Opposing Camps

      chapter 9|28 pages

      Computer Environments as Cognitive Tools for Enhancing Learning

      chapter 10|30 pages

      The Role of the Tutor in Computer-Based Collaborative Learning Situations

      chapter 11|20 pages

      The Discovery and Reflection Notation: A Graphical Trace for Supporting Self-Regulation in Computer-Based Laboratories

      part |2 pages

      Part IV: Discussants

      chapter 12|28 pages

      Gazing Once More Into the Silicon Chip: Who’s Revolutionary Now?

      chapter 13|16 pages

      Information Technology and the Future of Education

      ByAlan Lesgold
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