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Using Cognitive Flexibility Theory to Teach History
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Using Cognitive Flexibility Theory to Teach History
This is a course aimed at teaching college history instructors the merits and uses of cognitive flexibility theory. In particular, the focus is on the use of technology and cognitive flexibility theory when teaching/learning history in the college classroom.
Key Words
Cognitive Flexibility Theory, Cogntivist, History, College, Technology
Who is the learner here?
- College instructors (although any instructor could use this information as a spring board)
- History instructors (again, the information could feed ideas to instructors of other disciplines)
- Cognitivists
Performance Objectives
ONE: (situation) Using this wiki course, the learner will be able to (LCV) adopt (object) cognitive flexibility theory when (action) teaching college-level American history.
TWO: (LCV) Adopt (object) cognitive flexibility theory when (action) helping students make connections in the ill-structured domain of the college-level history classroom.
Supportive Prerequisites
- Understanding of learning theories, schema, and instructional design elements
- Attitude: constructivist
Essential Prerequisites
- Understanding of constructivist theories
- Attitude: Openness to new learning and instructional theories
Instructional Curriculum Map
Unit Learning Objectives
The learning objectives are organized to get the learner acquainted first with general terminology and ideas before moving into more complicated ideas. The last step is to put these ideas into action. By doing this, the progress through the course goes from simple to more complicated and finally to a fruition of ideas already learned.
Introduction
- Background
- Leading Theorists
Unit One
- Essentials of an Online Course
- CFT and Online Learning
Unit Two
- Epistemic Beliefs
Unit Three
- CFT and History
- History as an ill-sturctured domain
Unit Four
- Practical application of CFT
Conclusion
Resources
- Auntie EMM Sends Electronic Mail to Oz. (1995). International Journal of Instructional Media, 22(3) 245-54.
- Balcytiene, A. (1999). Exploring Individual Processes of Knowledge Construction with Hypertext. Instructional Science, 27(3-4) 303-28.
- Boyd, F., Ikpeze, C. (June 2007). Navigating a Literacy Landscape: Teaching Conceptual Understanding with Multiple Text Types. Journal of Literacy Research 39(2), 217-248.
- Carvalho, A. (2000). Complex Knowledge Representation in a Web Course.
- Demetriadis, S., Pombortsis, A. (1999). Novice Student Learning in Case Based Hypermedia Environment: A Quantitative Study. Journal of Educational Multimedia and Hypermedia, 8(2) 241-69.
- Fitzgerald, G., et. al. (1997). An Interactive Multimedia Program To Enhance Teacher Problem-Solving Skills Based on Cognitive Flexibility Theory: Design and Outcomes. Journal of Educational Multimedia and Hypermedia, 6(1) 47-76.
- Godshalk, V., Harvey, D., Moller, L. (October 2004). The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems. Learning Sciences Journal, 13(4) 507-526.
- Harvey, D., Godshalk, V., Milheim, W. (2002). Using Cognitive Flexibility Hypertext to Develop Sexual Harassment Cases. Computers in the Schools, 18(1) 213-229.
- Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(4), 301-333.
- Liaw, S., Huang, H. (2000). Enhancing Interactivity in Web-based Instruction: A Review of the Literature. Educational Technology, 40(3) 41-45.
- Lima, M., Koehler, M., Spiro, R. (2004). Collaborative Interactivity and Integrated Thinking in Brazilian Business Schools Using Cognitive Flexibility Hypertexts: The Panteon Project. Journal of Educational Computing Research, 31(4) 371-406.
- Ludwig, B. (2000). Web-Based Instruction: Theoretical Differences in Treatment of Subject Matter.
- Oliver, K. (1996). A Critical Analysis of Hypermedia and Virtual Learning Environments.
- Parker, D., Rossner-Merrill, V. (1998) Socialization of Distance Education: The Web as Enabler.
- Rossner-Merrill, V. et. al. (1998). Using Constructivist Instructional Design Featured in Two Online Courses: Notes from the Field. Educational Media International, 35(4) 282-88.
- Simonson, N. (1998). Design Considerations in Converting a Stand-Up Training Class to Web-Based Training: Some Guidelines from Cognitive Flexibility Theory.
Journal of Interactive Instruction Development, 10(3) 3-9.
- Spiro, R. J. et. al. (2003). Cognitive Flexibility Theory: Hypermedia for Complex Learning, Adaptive Knowledge Application, and Experience Acceleration. Educational Technology, 43(5) 5-10.
- Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1994). Cognitive Flexibility Theory: Advanced knowledge acquisition in ill-structured domains. In Ruddell, R. B., Ruddell, M. R., & Singer, H. Theoretical models and processes of reading. Newark, DE: International Reading Association.
- Staninger, S. (1994). Hypertext Technology: Educational Consequences. Educational Technology, 34(6) 51-53.
