Distributed+Cognition

    Distributed cognition is not a theory, but rather a “theoretical approach” (Rogers, 2006), which focuses on the interactions between: the individual, others, cultural influences, and material artifacts. It becomes a framework for examining cognition: focusing on the central role that social interactions and environmental conditions play in learning. There is an excellent [|talk] by a Ph.D student, Brynn Evans, which explains the theory of distributed cognition, and how it is important for 21st century students. The most relevant sections (it is a long video) are: (6:23 – 9:10) This portion of the talk focuses on how consideration of distributed cognition is used in the real world: resolving pilot error in planes. (17:27 - 19:55) A description of web routines that a typical web user may use as part of a larger learning community, and how information can change as a result of these interactions.

Distributed Cognition for Students in the 21st Century
This video can give you a sense of how distributed cognition theory actually does apply to the learning journey that students embark upon in the 21st century.

media type="youtube" key="XwM4ieFOotA" height="274" width="339" align="center"

**Implications for Learning **
 Choosing the tools that your students will be using will be important if you are trying to facilitate distributed cognition. As a teacher, you should consider how students will best "represent, store, and provide access to digital resources, and other computer-supported learning tools" (Brown, et al., 1993). Google Docs is a good example of a Web 2.0 application which allows students to collaborate, edit each other's work, and construct knowledge together.
 * Structuring the Learning Environment**

When students are working to solve a complex, "messy" problem, with many variables, and possible solutions, they may need assistance (scaffolding) to help them achieve their task. As a teacher, you can help them break down the steps for problem solving (Pea, 1993).
 * Helping Students "Distribute Cognition"**

Students often have a difficult time getting started on a task, because they aren't quite clear what the problem is, or how to represent it. Encourage students to work together to visualize the problem (e.g., using a concept map, or a whiteboard diagram). There are several tools in the Resources for Educators which would be ideal for this task.
 * Stating and Representing the Problem

Helping students reduce the numbers of options becomes critical as they work towards a solution. Planning aides such as rubrics or checklists for evaluating potential solutions, graphic organizers, or templates (e.g., SWOT analysis) can be very useful for students.
 * Planning the Solution

Having students "divide and conquer" the task: distributing the work among the different group members, and having them working together to analyze data, edit text. Again, Web 2.0 software can be used to help students with the data analysis (e.g, questionnaires can be created using the forms in Google Docs, and different graphical representations are automatically made from the responses).
 * Executing the Solution

Students can create their own web page or wikispace to represent their findings. They can post video, graphics, and text, and link to animations or other simulations (Resnick, 1996). Other students in the class may want to comment or discuss the final product, and make suggestions for improvement.
 * Presenting the Solution