cep 909 - remember? october 10, 2002. matthew j. koehler october 10, 2002cep 909 - cognition and...

CEP 909 - Remember? CEP 909 - Remember? October 10, 2002October 10, 2002

October 10, 2002October 10, 2002 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler

AnnouncementsAnnouncements Visiting ScholarsVisiting Scholars

Hit n’ Miss MattHit n’ Miss Matt

Students get a voiceStudents get a voice


Pop QuizPop Quiz

Anyone care to guess my learning style?Anyone care to guess my learning style?

Active … ReflectiveActive … Reflective

Sensing … IntuitiveSensing … Intuitive

Visual … VerbalVisual … Verbal

Sequential … GlobalSequential … Global


Group ProjectsGroup Projects

Two more weeks developing materialsTwo more weeks developing materials

Two weeks of collecting dataTwo weeks of collecting data

Four weeks of looking at data Four weeks of looking at data


War of the GhostsWar of the Ghosts

What did you learn?What did you learn?


So, what’s the deal with all this data and So, what’s the deal with all this data and analysis I have you do?analysis I have you do?

What to give you experiences:What to give you experiences: Looking at dataLooking at data

Analyzing it for trends and ideasAnalyzing it for trends and ideas NOT statisticsNOT statistics

Designing experimentsDesigning experiments

Thinking about how to see what people are Thinking about how to see what people are thinkingthinking


What’s the deal with all this knowledge What’s the deal with all this knowledge assessment stuff anyhow?assessment stuff anyhow?

First it’s concept mapsFirst it’s concept maps

Then it’s speak aloudThen it’s speak aloud

Then it’s essay questionsThen it’s essay questions

Then it’s surveysThen it’s surveys

And in two slides, it’s going to be sorting And in two slides, it’s going to be sorting taskstasks

And next week, it’s going to be RepGridAnd next week, it’s going to be RepGrid


What’s the deal with all this knowledge What’s the deal with all this knowledge assessment stuff anyhow?assessment stuff anyhow?

Trying to give you tools that you might be Trying to give you tools that you might be able to use in your future workable to use in your future work Especially as it relates to technologyEspecially as it relates to technology

Where knowledge is especially not visible because Where knowledge is especially not visible because nobody is talkingnobody is talking

Trying to give you tools that you might not Trying to give you tools that you might not encounter in your other classesencounter in your other classes


Sorting TasksSorting Tasks

Let’s do oneLet’s do one

Work in PairsWork in Pairs

One researcher, one participantOne researcher, one participant

Participant is handed items that represent Participant is handed items that represent potential activities a teacher could enact to teach potential activities a teacher could enact to teach young children about measurementyoung children about measurement

Participant should sort them into piles/categories Participant should sort them into piles/categories based on similaritiesbased on similarities

Researcher records their sortsResearcher records their sorts


Sorting TaskSorting Task

From: From:

Horvath, J. & Lehrer, R. (2000). The Design of a Horvath, J. & Lehrer, R. (2000). The Design of a Case-Based Hypermedia Teaching Tool. Case-Based Hypermedia Teaching Tool. International International Journal of Computers for Mathematical Learning, 5Journal of Computers for Mathematical Learning, 5, , 115-141.115-141.



What did your participant do?What did your participant do?

What knowledge/concepts did they use to What knowledge/concepts did they use to make categories?make categories?



An Expert SortAn Expert Sort

3, 173, 17 Length: Zero-PointLength: Zero-Point

9,139,13 Length: Conventional UnitsLength: Conventional Units

2,4,82,4,8 Length: Re-using unitsLength: Re-using units

1,6,10,141,6,10,14 Length: Identical UnitsLength: Identical Units

15,1815,18 Area: ReallotmentArea: Reallotment

5, 115, 11 Area as coverArea as cover

7, 12, 16,197, 12, 16,19 Area: Space FillingArea: Space Filling



Changes Over TimeChanges Over Time

Quantify the degree of difference between Quantify the degree of difference between a participants sort and an expert’s sorta participants sort and an expert’s sort

Track it over timeTrack it over time



Another Example:Another Example: Koehler, M.J., & Lehrer, R. (1998). Designing a hypermedia tool Koehler, M.J., & Lehrer, R. (1998). Designing a hypermedia tool

for learning about children’s mathematical cognition. for learning about children’s mathematical cognition. Journal of Journal of Educational Computing Research, 18Educational Computing Research, 18(2), pp. 123-145.(2), pp. 123-145.

Participants sort word problems that might be Participants sort word problems that might be given to very young children.given to very young children.


Homework for Next weekHomework for Next week

Two choices:Two choices:

Hypertext fictionHypertext fiction

OROR

Do a sorting task with someoneDo a sorting task with someone


BREAKTIMEBREAKTIME


The Great DebateThe Great Debate

Topic: The Chinese Room Thought Experiment Topic: The Chinese Room Thought Experiment effectively refutes the idea that thought - effectively refutes the idea that thought - intelligence - meaning -understanding - intelligence - meaning -understanding - semantics can be the product of computation - semantics can be the product of computation - symbol manipulation - syntaxsymbol manipulation - syntax

PROPRO

CONCON

Chose your sideChose your side


Group workGroup work

Groups, share your thoughts / findings Groups, share your thoughts / findings with the classwith the class

cep 909 - remember? october 10, 2002. matthew j. koehler october 10, 2002cep 909 - cognition and...

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