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Rand J. Spiro - One of the best experts on this subject based on the ideXlab platform.

  • Design for now, but with the future in mind: a “Cognitive Flexibility Theory” perspective on online learning through the lens of MOOCs
    Educational Technology Research and Development, 2021
    Co-Authors: Rand J. Spiro
    Abstract:

    This paper is in response to the manuscript entitled “MOOCocracy: the learning culture of massive open online courses” (Loizzo and Ertmer in Educ Tech Res Dev 64:1013–1032, 2016, https://doi.org/10.1007/s11423-016-9444-7 ) from the perspectives of Cognitive Flexibility Theory (CFT), in the context of pandemic-induced emergency remote teaching. Our response focuses on one of the questions raised in the call for this special issue on the latter topic: what are the implications of current, urgent work being done in digital learning for the future of online learning? We argue that much of what is important for a better future of online learning can also be done well now. However, building now with the future in mind involves a fundamental reorientation of the epistemic standpoint of online learning. The need for such a reframing is a tenet of CFT. Therefore, we use CFT as a lens to reflect on the proposal by Loizzo and Ertmer (Educ Tech Res Dev 64:1013–1032, 2016, https://doi.org/10.1007/s11423-016-9444-7 ) to combine c-MOOC and xMOOC designs to “foster a flexible, learner-centered culture” (p. 1027). Acknowledging the value of diverse perspectives afforded by the MOOCocracy culture, we also discuss how a CFT-based epistemic stance may further inform the future design and practice of MOOCs and, in a similar manner, online learning in general. We present some examples of ways application of learning and instruction principles of CFT can benefit online learning for the development of adaptive worldviews and the resultant development of adaptive skill that is becoming increasingly essential for life and work. Having this framework in mind as a principled overlay while urgently preparing for current schooling can help us build better, for now, and even more so for the needs that will remain in the longer term as education increasingly incorporates “twenty-first century skills.”

  • Design for now, but with the future in mind: a "Cognitive Flexibility Theory" perspective on online learning through the lens of MOOCs.
    Educational technology research and development : ETR & D, 2021
    Co-Authors: Rand J. Spiro
    Abstract:

    This paper is in response to the manuscript entitled “MOOCocracy: the learning culture of massive open online courses” (Loizzo and Ertmer in Educ Tech Res Dev 64:1013–1032, 2016, https://doi.org/10.1007/s11423-016-9444-7 ) from the perspectives of Cognitive Flexibility Theory (CFT), in the context of pandemic-induced emergency remote teaching. Our response focuses on one of the questions raised in the call for this special issue on the latter topic: what are the implications of current, urgent work being done in digital learning for the future of online learning? We argue that much of what is important for a better future of online learning can also be done well now. However, building now with the future in mind involves a fundamental reorientation of the epistemic standpoint of online learning. The need for such a reframing is a tenet of CFT. Therefore, we use CFT as a lens to reflect on the proposal by Loizzo and Ertmer (Educ Tech Res Dev 64:1013–1032, 2016, https://doi.org/10.1007/s11423-016-9444-7 ) to combine c-MOOC and xMOOC designs to “foster a flexible, learner-centered culture” (p. 1027). Acknowledging the value of diverse perspectives afforded by the MOOCocracy culture, we also discuss how a CFT-based epistemic stance may further inform the future design and practice of MOOCs and, in a similar manner, online learning in general. We present some examples of ways application of learning and instruction principles of CFT can benefit online learning for the development of adaptive worldviews and the resultant development of adaptive skill that is becoming increasingly essential for life and work. Having this framework in mind as a principled overlay while urgently preparing for current schooling can help us build better, for now, and even more so for the needs that will remain in the longer term as education increasingly incorporates “twenty-first century skills.”

  • Cognitive Flexibility Theory and the Accelerated Development of Adaptive Readiness and Adaptive Response to Novelty
    The Oxford Handbook of Expertise, 2019
    Co-Authors: Rand J. Spiro, Paul J. Feltovich, Aric Gaunt, Hannah Klautke, Cui Cheng, Ian M. Clemente, Sean M Leahy, Paul Ward
    Abstract:

    This chapter examines expertise in complex and ill-structured domains from the perspective of Cognitive Flexibility Theory (CFT). The emphasis is on adaptation under conditions of “ordinary novelty.” An approach to situational novelty via meta-features of an adaptive mindset that generalizes across cases in ways that content does not, and that fosters the skill of novel rearrangement of previously encountered case features in ways that are adaptive to new situations, is presented. The chapter describes CFT’s theoretical and empirical approach to combating rigidity and oversimplification, and to accelerating expertise in assembling “schemas of the moment” with learning based on the principled development and application of computer-supported case-based environments. Receiving special emphasis are many new modes of deliberate practice of adaptive Flexibility. The chapter concludes with societal implications for today’s rapidly changing and increasingly complex world.

  • Cognitive Flexibility Hypertexts and the Development of Creative and Critical Thinking in Business Education: The Panteon Project
    2010
    Co-Authors: Marcos Lima, Matthew J. Koehler, Rand J. Spiro
    Abstract:

    In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies and Cognitive Flexibility Theory may contribute to case-based learning about business decision-making. In particular, we are interested in designing learning environments that foster critical thinking, creativity, and reasoning that entertain multiple hypotheses from multiple perspectives. One such learning environment is the Panteon Interface, a web-based system for collaborative organizational analysis. We posit a framework for implementation and evaluation based upon Jonassen’s “Meaningful Learning” model and Iowa’s “Integrated Thinking Model.” Based upon this framework, we briefly describe the design of Panteon and the results of a study utilizing focus group interviews, observations, and questionnaires to investigate participants’ evaluation of the hypertextual methodology in comparison to the Harvard Case approach. The preliminary results indicate that both students and business experts favoured Panteon for its affordances to stimulate higher order Cognitive skills. The implications and limitations of this study are discussed.

  • COLLABORATIVE INTERACTIVITY AND INTEGRATED THINKING IN BRAZILIAN BUSINESS SCHOOLS USING Cognitive Flexibility HYPERTEXTS: THE PANTEON PROJECT*
    Journal of Educational Computing Research, 2004
    Co-Authors: Marcos Lima, Matthew J. Koehler, Rand J. Spiro
    Abstract:

    In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies, and Cognitive Flexibility Theory may contribute to case-based learning about business decis...

Emilia Mendes - One of the best experts on this subject based on the ideXlab platform.

Janet Mannheimer Zydney - One of the best experts on this subject based on the ideXlab platform.

  • The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives
    Journal of Science Education and Technology, 2011
    Co-Authors: Janet Mannheimer Zydney, Amy Grincewicz
    Abstract:

    This study investigated the connection between the use of video cases within a multimedia learning environment and students’ inquiry into a socio-scientific problem. The software program was designed based on principles from the Cognitive Flexibility Theory (CFT) and incorporated video cases of experts with differing perspectives. Seventy-nine 10th-grade students in an urban high school participated in this study. After watching the expert videos, students generated investigative questions and reflected on how their ideas changed over time. This study found a significant correlation between the time students spent watching the expert videos and their ability to consider the problem’s perspectives as well as their ability to integrate these perspectives within their questions. Moreover, problem-solving ability and time watching the videos were detected as possible influential predictors of students’ consideration of the problem’s perspectives within their questions. Although students watched all video cases in equivalent ways, one of the video cases, which incorporated multiple perspectives as opposed to just presenting one perspective, appeared most influential in helping students integrate the various perspectives into their own thinking. A qualitative analysis of students’ reflections indicated that many students appreciated the complexity, authenticity, and ethical dimensions of the problem. It also revealed that while the majority of students thought critically about the problem, some students still had naïve or simplistic ways of thinking. This study provided some preliminary evidence that offering students the opportunity to watch videos of different perspectives may influence them to think in alternative ways about a complex problem.

  • The effect of multiple scaffolding tools on students' understanding, consideration of different perspectives, and misconceptions of a complex problem
    Computers & Education, 2010
    Co-Authors: Janet Mannheimer Zydney
    Abstract:

    This study investigated the effectiveness of multiple scaffolding tools in helping students understand a complex problem. In order to support students with this task, a multimedia learning environment was developed based on the Cognitive Flexibility Theory (CFT) and scaffolding through computer-based tools. Seventy-nine 10th-grade students in an urban high school participated in this study. A quasi-experimental method was used to compare the effectiveness of different scaffolding tools within this learning environment. Scaffolding used in conjunction with CFT principles did not affect students' ability to consider multiple perspectives or their numbers of misconceptions. On the other hand, scaffolding tools had varying effects on students' problem understanding, and a significant interaction was found between the different scaffolding tools used. This study raised questions about the effectiveness of combining multiple scaffolding tools within a multimedia environment.

  • Eighth-grade students defining complex problems: The effectiveness of scaffolding in a multimedia program
    Journal of Educational Multimedia and Hypermedia, 2005
    Co-Authors: Janet Mannheimer Zydney
    Abstract:

    This pilot study investigated the effectiveness of a multimedia learning environment called Pollution Solution on eighth-grade students' ability to define a complex problem. Sixty students from four earth science classes taught by the same teacher in a New York City public school were included in the sample for this study. The classes were randomly assigned to one of four comparison groups who each received different treatments of the software. The different treatments included varying types of scaffolding to help the students define the problem. The preliminary findings indicated that the organization scaffold was most effective in helping students to understand the problem, develop hypotheses, and ask more specific questions inside the problem domain. The higher-order thinking scaffold was most effective at helping students grasp the multiple perspectives of the problem. However, the combined scaffolding did not do as well as these scaffolds did individually. Further research needs to be done to determine if this was due to lack of time or some other issue. ********** A critical element of problem solving is the area of problem finding. Albert Einstein is often quoted as saying, "To raise new questions, new possibilities, to regard old questions with a new angle, requires creative imagination and marks real advance in science" (cited in Czarnik & Hickey, 1997, p. 2). To solve complex real-world problems, scientists and other problem solvers must first be able to define the problem situation. The challenge of problem finding becomes evident in research conducted by Rowell, Gustafson, and Guilbert (1999). When the researchers asked engineers how they learned to solve technological problems, many responded that defining the problem was the hardest part for them to learn. The issue is that problem finding is not typically taught in schools. One of the engineers in the study crystallized this problem in her statement: I think the traditional method [of instruction] is to be given all the right information in the problem and it's all set up for you and all you have to do is take this equation and you just plug in those things. There is no intermediate analysis that needs to be done before you do it and engineering requires that you do that. It's something that you don't learn in school. (Rowell et al., Learning to Solve Technological Problems section, para. 2) Thus, this pilot study focused on the problem-definition phase of problem solving. In order to study this area, a multimedia learning environment called Pollution Solution was developed specifically for this research. This program places the students in the role of an intern for an environmental consulting firm. They are given a client who is facing a number of environmental issues and are asked to identify the problem and recommend a solution for the company. To do this research, the students "interview" experts and "conduct" site visits. The students also get to hear multiple perspectives on these topics, so they can wrestle with these issues and draw their own conclusions. The design of the complex, ill-structured problem presented to the students is based on principles from the Cognitive Flexibility Theory (CFT) and situated learning Theory. For example, this learning environment employs aspects of CFT by providing students with different expert perspectives on the issue, presenting multiple cases for contextualizing the problem, stressing the overlapping connections between the related domains of knowledge, and providing opportunities to construct knowledge (Jacobson & Spiro, 1995). Although CFT does not prescribe that the cases be authentic, situated learning complements CFT because cases drawn from the real world are inevitably richer and more complex than ones that are made up (Li & Jonassen, 1996). The drawback of using CFT for the purposes of engaging young learners is that it was developed for advanced (post introductory) knowledge (Spiro, Feltovich, Jacobson, & Anderson, 1991). …

Soojung Jang - One of the best experts on this subject based on the ideXlab platform.

  • Effects of Cognitive Flexibility Theory‐based instruction on Korean high school history teaching
    Distance Education, 2000
    Co-Authors: Soojung Jang
    Abstract:

    Understanding complex conceptual relationships is crucial for Korean high school history learning. The motivating hypothesis for this study is that a Cognitive Flexibility Theory‐based Hypertext instructional module will promote acquisition of advanced knowledge associated with complex conceptual relationships. This study focussed on improving Korean history teaching and learning in terms of these learner characteristics based on Cognitive Flexibility Theory, an influential constructivist approach in the field of educational technology. A referential hypertext program based on Spiro and his colleagues’ (1988, 1990) Cognitive Flexibility Theory (CFT) was developed for this study. Three learning programs were presented: (1) Cognitive Flexibility Theory‐Based Hypertext (CFTH), (2) hierarchical hypertext, similar to CFTH except for its hierarchical node connections, and (3) a textbook representing the typical Korean high school history instruction process. The effects of these three treatments on history achi...

  • effects of Cognitive Flexibility Theory based instruction on korean high school history teaching
    Distance Education, 2000
    Co-Authors: Soojung Jang
    Abstract:

    Understanding complex conceptual relationships is crucial for Korean high school history learning. The motivating hypothesis for this study is that a Cognitive Flexibility Theory‐based Hypertext instructional module will promote acquisition of advanced knowledge associated with complex conceptual relationships. This study focussed on improving Korean history teaching and learning in terms of these learner characteristics based on Cognitive Flexibility Theory, an influential constructivist approach in the field of educational technology. A referential hypertext program based on Spiro and his colleagues’ (1988, 1990) Cognitive Flexibility Theory (CFT) was developed for this study. Three learning programs were presented: (1) Cognitive Flexibility Theory‐Based Hypertext (CFTH), (2) hierarchical hypertext, similar to CFTH except for its hierarchical node connections, and (3) a textbook representing the typical Korean high school history instruction process. The effects of these three treatments on history achi...

Leslie Moller - One of the best experts on this subject based on the ideXlab platform.

  • The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems
    Journal of the Learning Sciences, 2004
    Co-Authors: Veronica M. Godshalk, Douglas M. Harvey, Leslie Moller
    Abstract:

    In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on Cognitive Flexibility Theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a Cognitive Flexibility approach when measuring attitude changes. Specifically, in this study, we examined whether a learning task assigned to the learner impacts his or her attitude toward the emotionally charged and complex topic of sexual harassment. Results suggest a task need to be carefully constructed so that learners may adapt their attitudes toward sexual harassment.