COGNITIVE TOOLS AND MINDTOOLS FOR COLLABORATIVE LEARNING

J. EDUCATIONAL COMPUTING RESEARCH, Vol. 35(2) 199-209, 2006

COGNITIVE TOOLS AND MINDTOOLS FOR COLLABORATIVE LEARNING

PAUL A. KIRSCHNER and GIJSBERT ERKENS

Utrecht University

Highlight

Jonassen (2000) distinguishes five characteristics of mindtools. First, they are

cognitive amplification and reorganization tools, which exceed the limitations of

the human mind by doing things more accurately and at a higher speed, and extend

the use of other (mechanical) tools. Second, mindtools are generalizable tools,

which can be used from setting to setting and domain to domain for engaging and

facilitating cognitive processing. They are not specific to any one purpose nor do

they reduce information processing. They make better use of the user’s mental

efforts in a multitude of domains and situations. They do not make processing

easier, but afford it/allow it to occur. This also means that users have to think

harder since to think more deeply costs more effort.

Mindtools are also critical thinking devices which help learners think for

themselves, make connections between concepts, and create new knowledge. This

is similar to what Crombag et al. (1979) call operations on knowledge. They are

also intellectual partners. As a partner in the learning and working process, each

are responsible for what they can perform best. Computers should calculate and

store and retrieve information, while the user of the tool should be responsible for

recognizing and judging patterns of information and its organization. Finally,

a mindtool is a concept. It is a way of thinking about and using ICT, other

technology, the learning environment, or intentional and incidental learning

activity/opportunity (constructivist in nature) so that the users of these tools can

represent, manipulate, and reflect on what they know instead of reproducing what

others tell them.

Conclusion

The goal of education is not, or at least should not be, to give a new generation of

learners subject matter knowledge and task-specific skills. The primary goal of

education should be, at the least, the transmission of those competencies which

allow learners to become practitioners who are reflective of the decisions that they

make and who are able to interact with their ever changing environments in a

meaningful and responsive way. This means that they need to become competent

life long learners within their field(s) of expertise. They have and need to keep

current their knowledge and skills within their area of expertise. They must keep

abreast of the newest, or recurring, perspectives and techniques with respect to

their fields. They must also move with society with respect to the tools of their

trades. It is not possible for them to do this in traditional teaching and training

situations. Things are moving and changing too quickly, and life is becoming so

much more complex, that the courses cannot be made quick enough and in enough

numbers to meet the need and the teachers do not have the time or possibility to

follow all of these courses.