Mapping Distributed Cognition: A Collaborative Constructionist Approach
Inmaculada Arnedillo Sanchez, Ann FitzGibbon, Centre for Research in IT in Education, Trinity College Dublin, Ireland
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: Concept mapping is widely reported in the literature as a technique to capture and represent internal knowledge (Cañas et al., 2001; Jonassen, Carr, & Yueh, 1998; Mc Neil, 2004; Novak). Common uses of this tool in educational settings include assessment (Mc Neil, 2004) and content/understanding organisation (West, Park, Pomeroy, & Sandoval, 2002), among others. This paper is concerned with the opportunity for learning that concept maps afford (Kinchin & Hay, 2000; McAleese, 1998). This learning opportunity is analyzed in relation to the concepts of Constructionism (Papert, 1993b) and Distributed cognition (Perkins, 1993). In particular, this paper presents the experiences of postgraduate students undertaking a master's programme in the field of Information Communication Technology (ICT) and Education. It discusses the use of concept maps as a constructionist tool to facilitate an exercise of collaborative distributed cognition.
Arnedillo Sanchez, I. & FitzGibbon, A. (2005). Mapping Distributed Cognition: A Collaborative Constructionist Approach. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1100-1107). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).